Tech Tools for Success 2018

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(Class objectives near the bottom of the page)

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A team of researchers from SRI International identified four ways that technology enhances how children learn:
    • Supports active engagement,
    • The opportunity to participate in groups,
    • Frequent interaction and feedback, and
    • Connections to real-world contexts.

These researchers were referencing technology integration, back in 2000, and highlighted that the isolated act of introducing computers (basically, the du jour meaning of "technology" at that time) did not automatically lead to improved learning or necessarily smarter students, as many would hope. Schools learned they must integrate technology in a structured manner to positively impact the teaching and learning process. The use of technology does provide the opportunity for the introduction of exciting curricula derived from real world occurrences, to allow for communities of learners that include not just the immediate classroom of students and teacher, but others throughout the "global" classroom and extending to our neighbors in countries we may never have imagined accessible in the previous pencil and paper world of education.*

Our classroom instructional process today may begin with a computer, but it now includes much more than a single device. We want resources that could transform teaching into an active and engaging process, encouraging life-long learning that leads to new discoveries.

Unlike classrooms of the past that relied upon teacher directed monologues, we take a step back to include the student as a director of the learning process. We want students to be active participants, to become teachers as well as learners, in a collaborative community that welcomes introspection, feedback, and reflection upon learning.

We, as teachers, have to be the proactive facilitators - to structure, guide, and embolden the learners of the 21st century with whatever resources are provided. Our classrooms today include learners of all caliber, abilities, and disabilities. A line in a recent email, received by this writer from read, "Moving from technology as a way to enhance instruction, to a way to transform instruction, may be the toughest move for educators in integrating technology." So true, but it is a bigger challenge to secure this transformative technology with the tight district budgets that limit teacher access to technology devices and the professional development required to inform all users. So, now let us find the tools to reach all students and help them become the best learners.

Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. Future of Children, 10(2), 76-101.

Developed by Dr. Ruben Puentedura, the Substitution Augmentation Modification Redefinition (SAMR) model suggests a method of seeing how computer technology might impact teaching and learning. It presents a progression of involvement, of sorts, in the adaptation of technology in the classroom, validating its use as a teaching and learning tool.


View these short videos for a brief explanation of the SAMR model.
What is the SAMR Model?
SAMR Elementary Esamples

The SAMR Model through the eyes of Susan Oxnevad via Thinglink.

The Technology Integration Matrix

The Technology Integration Matrix, produced by the Florida Center for Instructional Technology, College of Education, University of South Florida...
  • Provides a framework for defining and evaluating technology integration
  • Sets a clear vision for effective teaching with technology
  • Gives teachers and administrators a common language for setting goals
  • Helps target professional development resources effectively

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.

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Objectives of this session...

¨ Investigate various low to high tech resources to enhance your lessons and reinforce new concepts.
¨ Identify a variety of technology and resources to include in your curriculum planning to cultivate an inclusive atmosphere that offers learning support for all students. (UDL)
¨ Develop a greater understanding and/or increase your knowledge of technology resources that support increased academic success for all students.

This is an "exploratory" class, with time built for investigation of resources relevant to your classroom/job needs. In addition to presentation and group discourse, class time is provided for investigation of various online tools, sites, and resources. Like our students, we approach new concepts in our own way and with our own purpose. What may work for one, may not fit into another's way of work. With some time for instruction and much time to explore, it is anticipated that you will find at least one new resource to use in your work with students to make teaching and learning more enjoyable and productive or to use in your job to increase productivity.

Class requirement for appropriation of recertification points includes application of a resource in your class or job role and completion of the individual exploration report. (Homwork)

Disclaimer: Content referencing various software, products, devices, websites, organizations and businesses, both non- and for-profit, may be found on several pages of this wiki. Be advised that FDLRS Gulfcoast does not recommend any particular entity, nor should inclusion of any software, product, device, website, organization, business, or other entity be viewed as a commercial endorsement by FDLRS Gulfcoast, the FDLRS Project Network, or Pinellas County Schools. Information included on this site is for informational and educational purposes only.