The SAMR Model: Are Your Students Learning Above the Line?

I've recently been exploring the SAMR Model as a way to think about effective technology integration in the instructional process. This model, developed by Dr. Ruben Puentedura, is useful to help teachers be aware of how they and their students use technology.  I think that there are benefits to all four levels in the model, and good instructional practice involves all four.  However, if students never use technology in ways that are "above the line," then technology is not being used to its full potential to transform student learning.  Teachers and administrators could use this model to reflect on instructional practices and set professional learning goals. See graphic below.

Enhancing Learning with Technology
Is technology used by students simply a SUBSTITUTE for what has always been used, such as completing a worksheet electronically rather than on paper, or printing it out and then completing with a pencil?

Do the technology tools being used by students offer functional improvement to AUGMENT more traditional instructional strategies, such as students taking a quiz on a Google Form instead of with paper/pencil?

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Transforming Learning with Technology (over the line)
Does the technology being used by students offer a significant change to MODIFY the tasks that students are asked to do, such as writing a blog post on a given theme. Students are writing for an public and authentic audience, perhaps a classroom from another state or country, which gives each student a personal stake in their learning, which usually leads to higher quality work. This involves a functional change in the classroom

Are students using technology to learn in new ways that would not be possible if the technology was not used (REDEFINES learning)? An example of this might be for student teams to create a documentary video that answers or explores in depth important questions and concepts using primary sources. The technology supports student centered learning and student choice is embedded in the task.

Process for Becoming a Certified Google Education Trainer

I became a Certified Google Education Trainer last month! Since then, a few teachers have expressed interest in also earning certification, so I thought I would explain the process in a blog post.  The process is time-intensive, but the knowledge and experience I gained has been worth it.

Step 1: Review the Process and Decide To Do It
You'll need to set goals and create a timeline. This is not something that should be spread out over a year. My best advice is to give yourself three months max, or you probably will never finish.  I attended a full day kick-off session at the MiGoogle Conference on Nov 5. I learned about the process and made a commitment (to myself) to do it.  I completed all the tests and applied for the program by the end of December, and then waited for the review process to occur. Of all the people at the kickoff session I attended (probably 30 people), I am the only one who has completed the process and earned a certificate (so far).  Hopefully this blog post will help as you decide whether you want to put forth the work and effort to become a Certified Google Education Trainer.

Step 2: Study, Explore, and Practice - then take the exams,  module by module
The process has been revamped since I was at this step (updated materials), so I will relay info as best as I understand it. There are 4 required modules: Gmail, Calendar, Docs/Drive, and Sites. Additionally, you can select at least one "elective" from this list: Chrome, Chromebooks, Tablets with Google Play for Education, and Implementing Google Apps.

Review the training materials here.  Each module took me about 10 hours to feel really prepared for the exam. I admit that I probably over-prepared. Instead of just reading about a feature, I wanted to do it myself using my school Google account.

Each module has its own exam. They cost $15/each and you take them at the Google Testing Center. Passing score is 80%. You can retake them if you do not pass, but it will cost another $15.  Luckily I passed them all on the first try.

Step 3: Get Your Google Educator Certificate
When you pass all five tests, you earn your Google Educator Certificate. You can download it from the testing center. This is a milestone! Time to celebrate!

Step 4: Apply to Become a Certified Google Education Trainer
Not everyone who earns Google Educator status becomes a Certified Google Education Trainer. Google is looking for passionate and innovative individuals to join the community of trainers who provide PD and support to schools using GAFE. An authorized Google Education Trainer badge is an official "stamp of approval" from Google. Schools can be assured that your expertise and learning materials meet high quality standards set by the Google for Education team.

Individuals must demonstrate their abilities:

• A strong history of Google training in schools
• Engaging public speaking skills
• Ability to distill content into creative, informative learning materials
• Enthusiasm and passion for the role of technology in education
• Contributor to the larger edtech community via blogs, social media, or other networks
• Knowledge of other edtech web technology
• Supporter of web-based learning

Requirements:

• Individuals must have a Google Educator certificate
• Upload a resume highlighting relevant work experience, training and speaking sessions, and any other awards or certifications.
• Provide references for trainings you have delivered over the past year.
• Submit a two minute video showcasing your training skills. Highlight a feature of Google Apps for Education, Chrome, Chromebooks, or Tablets with Play for Education. Screencasts are preferred.
• Create a case study using a template. Include sample learning materials and training strategies (include planning, implementation, and evaluation)

Applications are reviewed quarterly.  The next window will be June 2 to August 15.

Step 5: Walled Lake educators: Contact me if you are interested in becoming a Google Certified Trainer. 

If enough people are interested, we can work through some of the process together over the summer months. 

Saturday PD

A couple of outstanding professional development events are coming up this Saturday (April 26, 2014)!

1. If you are in the Jackson, Michigan area, don't miss the Connected Educator Unconference. See details here.  Registration is $45.  People like attending unconferences because of  the opportunity to learn in an interactive way.
2. The Discovery Educator Network Spring Virtual Conference is loaded with over 30 excellent presentations, including three keynotes. Registration is free. Attend from home for an hour or the entire day. Also, if you are in the Grand Rapids area, you can attend the event in person at Jenison High School, where hands-on learning opportunities are available.

Creating & Editing Video in the Cloud

Historically, students and teachers have used software programs such as Photostory or MovieMaker to create and edit videos. It is now possible to do this in the cloud using an tool called WeVideo.  It works great on Chromebooks and is linked to Google Apps for Education accounts, so saving and publishing is convenient. Below is a 7 minute how-to video created specifically for Walled Lake Consolidated Schools 8th graders as they create projects in collaborative groups to show their understanding of the impact of the transcontinental railroad on the economy and people of the United States of America, 1800-1900.

Online Interactive Math Tools

figure 1

figure 2

Teachers and administrators have expressed concern to me that elementary students need more practice using interactive math tools that will be part of the Smarter Balanced online assessments.  Students need to understand the concepts, and be comfortable using online tools.

If students are learning how to measure angles, it would make sense to have them use a plastic protractor as they develop skills, and then move to an online protractor (although I suppose they could also start with the online protractor).

Where might you find online interactive tools?  The screenshot above is from the Khan Academy Common Core website for 4th grade mathematics.  The site is free. It also works on Chromebooks!  The task for this example is to measure the angle using the online protractor (figure 1). Students move the online protractor over the angle and rotate it to measure the angle (figure 2). They then determine if the angle is acute, right, or obtuse.  The goal is to practice measuring angles using an online protractor and get 5 questions in a row correct. If they get a question incorrect, they can click a button and get a hint. If the hint isn't helpful, there is also an instructional video that they can watch.

Students practice and learn to measure angles quickly when they get the immediate feedback. It doesn't take them long to figure out how to move the protractor over the angle by dragging and dropping with the computer mouse and then click on the arrow to rotate it.

Yes, they will do better on the Smarter Balanced test if they are given opportunities to answer questions and manipulate objects online, similar to what  they will experience on the test. But that is not the main point. Learning to measure angles and categorize them as acute, right, and obtuse in this way saves time for the teacher, and the built-in immediate feedback and support makes it easier for students to quickly learn and practice new concepts.

Of course teachers need to review any learning activities prior to using them with students, but using a site such as this one would be one more way to determine if students mastered that day's learning target.

Digital Learning Day 2014

Digital Learning Day 2014 is a nationwide celebration of innovative teachers and common-sense, effective applications of digital learning in America’s schools. The goal of the effort is to support teachers, improve learning, and provide options for students to achieve at their highest potential. National Digital Learning Day is Wednesday, February 5, 2014. 

The DLD website has some outstanding resources to support teachers in their efforts: toolkits, lesson plans, and a list of free web tools.
Walled Lake Consolidated Schools is celebrating all week long! We are celebrating Digital Learning Week from Feb. 3 - 7, 2014.  
Teachers were encouraged to communicate their plans for Digital Learning Day/Week by filling out a short Google form. I've been tweeting our activities using the hashtag #WLDLD. Here are some of the examples; there are too many to list them all!

• World language teacher Barbie Green at Walled Lake Central uses Google Voice as a tool for students to submit assignments that require speaking. She is also completely on board with Google Apps to provide quick feedback to students using the comment features.
• Amy Goward's 6th graders at Sarah Banks Middle School are working on informational text structures. They are doing research on matters associated to the Titanic, and are choosing a way to present a project using a tool of their choice. Amy states that the students love having the freedom to explore their interest areas and present in their own way. She has been amazed at their creativity and effort.
• Several teachers are having BYOD days. Students are bringing their own technology to review concepts, explore passions, and deepen understanding of a wide variety of topics.
• Many teachers are using sets of Chromebooks for writing, simulations, and other learning activities. 
• 4th graders in Mrs. Eiland's class at Glengary Elementary will be reflecting about what they learned about circuits using Edmodo on their Chromebooks.
• Mrs. Bond's 3rd graders at Glengary Elementary will be broadcasting a Geometry Fashion Show using Google Hangouts On-air.
• Mrs. Locke's 1st graders at Glengary Elementary are creating How-to books using iPads. As part of the process, they videotape each other teaching others how to do/make/draw something.
• Mrs. Harmsworth's 5th graders at Keith Elementary are collaborating with a class from Arizona as they collaboratively read and do projects about the book The City of Ember. They meet using Google Hangout and continue to connect afterwords using Edmodo.
• 5th graders across the district are learning how to create graphs and charts (and know which type to make based on what is being communicated) using Google Sheets under the guidance of their school's Media Specialist.
• Mr. Shaw's 3rd graders at Walled Lake Elementary and Wixom Elementary are working in groups to create "All About Us" presentations using a software program called Pixie.
• Mrs. Chumney's physics students at Walled Lake Central connect with her after hours using an online collaborative whiteboard.
• Mrs. Klettke's students at Walled Lake Northern are creating electronic resumes as part of a transition from school to work unit.
• Mrs. Woolworth's 3rd graders at Wixom Elementary are creating videos of their Rocks and Minerals research using Animoto.
• Mrs. Kattoula's Spanish students at Walled Lake Central meet with her on Facebook on Tuesday evenings for review. She also challenges them to beat her in a Ruzzle competion and she tweets the results of her students efforts. I think she wins most of the time, but I did see that a student beat her last night. Fun!
• Mrs. Sparks 4th graders are participating in "Genius Hour" on Friday. Student are building websites, creating cookbooks, online presentations, and more. They also are using Chromebooks to blog; this week about the food web.
• Mr. Stearns' kindergarteners at Oakley Park Elementary School are learning about the four seasons and creating a multimedia presentation as part of the process.

There are no doubt countless other digital learning experiences going on across the district. Every day is a digital learning day! However, it is nice to have a unified day to celebrate our efforts with others across the nation and share some ways that technology supports learning.

The Impact of Routines

This  past week, I visited some schools to meet with principals, visit classrooms, and make recommendations for how to move technology integration to the next level. My goal is to highlight some of the best uses of technology I saw during my visits. 

Kelly Parks' 4th grade students at Keith Elementary School were using Chromebooks to access a Khan Academy video to demonstrate 2 digit by two digit multiplication. Students watched the video, pausing it to practice on scratch paper when needed. Each student had a stack of sticky notes for this purpose. When they felt like they had a good understanding of the process, they responded to a discussion forum prompt on Edmodo. In their responses, they included an example of a problem and explained the process in their own words. 

When students finished, they used IXL Math to practice 2 digit multiplication problems. I asked a student to explain it to me.  She showed me the home page and explained that her teacher tells them what category to select, based on the day's learning target. This takes them to a page with math problems. Students solve the problems on paper or on a small dry erase board and submit answers. She said "I like using this program because I know right away if I'm doing problems right. And the reports let me see how I am improving with practice." Yep, a 4th grader said that. 

Kelly has established routines for how technology is used in her math classroom. She shares a cart of Chromebooks with the other 4th grade teachers in the school. They have a standing schedule, so she knows that once a week she can count on having access to the Chromebooks. Students know what to expect on the day the Chromebooks are used: video tutorial, Edmodo response to a teacher prompt, and IXL Math. On days when the Chromebooks are not available, students rotate between four stations during math workshop, and she makes use of the limited technology she has available (one ipad and a Mimeo). The stations are: 1) Problem Solving (facilitated by teacher); 2) Practice; 3) iPad - This station has one iPad; students watch a Khan Academy video and respond to an Edmodo discussion board prompt; 4) IXL Math using Mimeo. 

Effective technology integration occurs when the use of technology is routine and transparent and supports curricular goals; Kelly's math classroom is a good example of this. Students are actively engaged, participate in groups, and receive frequent feedback - a perfect environment for learning.