Wonderful resource page to support the SAMR model by Kathy Schrock

Kathy Schrock has compiled a wonderful page of resources that describe and support the learning and employment of the SAMR model in educational technology integration into teaching.

Go to http://www.schrockguide.net/samr.html to access the site.  Some of the valuable resources include videos from various experts, including Dr. Ruben Puentedura, who developed this model. She also includes a brilliant chart comparing the SAMR to Bloom’s cognitive skill levels.

Here is one of the videos from this source to introduces the SAMR model in 120 seconds.

Teachers and technology

“Teachers trained in one technology and mind-set sometimes find themselves gridlocked into old patterns and perceptions. Thrust into a world of new technologies, they persist in seeing them in terms of the familiar; the wordprocessor , for example, is viewed as a glorified typewriter with powerful editing features rather than as the idea processor it can be. To understand the computer’s power for idea processing and improved composition, one must take a computer home, live with it, and write with it. Only by embracing the technology can one experience the kind of immersion that breaks through the surface understandings to a deeper level of involvement.”

Jamieson McKenzie, (1991), Designing Staff Development for the Information Age, FromNowOn.Org-The Educational Technology Journal, Vol. 1, No. 4, April, 1991, http://fromnowon.org/fnoapr91.htm

TCC 2014 Regional Keynote: Redesign of the Education Landscape by Dr. Charles Miller

This regional keynote from the 2014 TTC Online Conference is available to all and worth viewing. In this presentation Dr. Charles Miller does a great job of explaining how he is working to redesign the education landscape in his work. This includes using the very innovative strategies and technologies.
The link to the page about the presentation and presenter is at
http://2014.tcconlineconference.org/region-north-america/

Or you can go directly to the recording of this 56 minute   presentation here http://squirrel.adobeconnect.com/p7oio3x99qe/

One of the key take aways for me if that educators need to focus on designing learning experiences.

Industrial Age thinking and teaching…

“Shifting from Industrial Age thinking and teaching to Informational Age thinking and teaching is as dramatic an adjustment as shifting from teaching in a classroom to teaching underwater. The training agenda is no simple list of skills; everybody must learn an entirely new approach. Actions that worked on the surface, such as running, jumping and yelling, create different effects underwater. Adaptation requires major readjustments and realignment. It requires immersion.”

Jamieson McKenzie, (1991), Designing Staff Development for the Information Age, FromNowOn.Org-The Educational Technology Journal, Vol. 1, No. 4, April, 1991, http://fromnowon.org/fnoapr91.htm

Free Online Courses from Google for Educators

Google is providing a series of brief and easy to complete online tutorials or courses aimed at educators to help them learn how to use Google Apps as well as Internet basics and other related tools.  Go to https://educourses.withgoogle.com to access the home page for this courses.   If you want to learn more about how to use the Web and Google Apps in your teaching, these brief lessons will be useful for you.  Continue reading Free Online Courses from Google for Educators

Learning Media

“Indeed, it has been suggested that learning from any media has little to do with the inherent capabilities of the medium per se.  Improvements in learning are more likely due to mediating factors, such as increased emphasis on lesson design, than to inherent differences among technologies… Moreover, the effectiveness of instructional technologies is more likely contingent upon the informed application of time-tested learning strategies that the technological capabilities of a medium.”

(Hooper & Hanafin, 1991)

…media are mere vehicles…

“The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries cause changes in our nutrition. Basically, the choice of vehicle might influence the cost or extent of distributing instruction, but only the content of the vehicle can influence achievement.”

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, (53) 4, p. 445