"Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success." Pablo PicassoI've always loved exploring the ways in which we can use emerging technologies to support and enhance student learning and as a PYP teacher I was given considerable freedom to develop units in which to embed these technologies. Through reflection, with the students and with our teaching team, we were able to assess which digital tools had the greatest impact on learning and how we might apply them to other areas of the curriculum. The conversations were always about learning - not the technology - and this shared understanding enabled us to transform our classrooms.
So the question now becomes, how do we plan for this type of transformation across our school? We have developed a technology skills continuum using the ideas from ISTE and the IB. We discuss opportunities for authentic technology integration at our collaborative planning meetings. We are well resourced, with students in Years 5 and 6 having 1:1 Chromebooks, in addition to iPads, mobile Chromebook carts and a technology room with laptops and desktop computers. We have robots and Lego, LittleBits and Makey Makeys. And yet, the actual student experience in many classrooms has not changed - I'm afraid we may have fallen into a trap of what Alan November referred to as 'Spray and Pray': "Spray" on the technology and then "Pray" there is better learning.
So, now what?
It was time for a reality check and to look honestly at where we were with technology integration. I know there are fabulous things happening in many classrooms, and while some of them were being reflected in our curriculum maps, there was no way to tell which strategies and practices were having a positive impact on learning. Last year our professional learning focus was about 'stretching' students, thinking about how differentiation can facilitate the development of higher order thinking for all students. What if we could apply some of these strategies to technology integration? That's when I remembered the SAMR model. Dr. Ruben Puentedura developed this model to help educators effectively integrate technology into their teaching and learning. Kathy Schrock's Guide to Everything has many useful links to explore the model further, but this video by Common Sense Media is one of my favourite introductions.
We decided to develop a reflection tool using the SAMR model to help us better understand how technology was currently being used by teachers in all aspects of their practice. We then want to look at how we might be able to make changes to move up the ladder, from enhancement learning experiences to more transformative ones. In this way we can allow for individual teachers to move at a rate that is accessible for them: From Substitution (or no use) to Augmentation, or Augmentation to Modification. By providing a ladder of development, all of our teachers will be able to reflect on their practice and gain from the framework.
My hope is that this will spark some focused conversations during our collaborative planning that go beyond decisions about what apps or devices might be good to use in a certain unit. I'm hoping we dig deeper and look at our pedagogical practice and ask ourselves how are we transforming teaching and learning experience in our technologically rich environment. And more importantly, how can we plan for this to happen in a sustained and reflective practice across our school?
I would love to know how schools are dealing with this issue. Do you use the SAMR model to help? Another framework? Any suggestions would be most appreciated.
Post Script: I found this amazing post by Krista Moroder after I finished writing this...back to the drawing board?
Readings that informed & inspired this post:
Why Schools Must Move Beyond One-to-One Computing, Alan November
Instructional Coaching: Driving Meaningful Tech Integration, Allison Park on Edutopia
Image Credit: Away-Junction-Direction by Peggy_Marco on Pixabay, CC0 Public Domain