Technology integration is perhaps one of the hardest things teachers do

We want to be sure we are using technology for several reasons- 1- our principal said we should 2- We know our students want it and 3- It builds 21st Century skills.

The question we have as teachers, is “how do I know if I am doing it right?” “Showing a video clip on the smart board counts right?” – the answer to that one is no!  While it is using technology, it is not technology integration.

Post your Web 2.0 and description in the comments.

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7 thoughts on “Technology integration is perhaps one of the hardest things teachers do

  1. https://goanimate4schools.com/public_index

    This tool can be used to allow students to create their own animation. This website can be used in both mathematics and science to show/explain how material taught in class can be used in real world problems. Additionally, this can be used to allow students/teachers to show how prior knowledge can be used to show new material. It can be used in all levels in SAMR. For TIM, “goanimate4schools” fits in collaborative, constructive, authentic, and goal directed learning.

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    1. Levels in SAMR, for this tool, depends on the reasoning it is used. This tool can be used for “substituting” video maker, presentations and allows the students to be more creative for the “augmentative” and
      “modification” levels. Also, this tool can be used to create, explore and explain new materials on their own with prior knowledge. Hence, covering the redefinition level.

      In TIM, this tool covers, similar to SAMR, can be used for collaborative, constructive, authentic and goal directed learning based on how it is being used, such as: individual/group projects, presentations, explanation of new materials/findings, etc.

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      1. Additionally for TIM this tool can definitely be used through adaptations when allowing students to explore and independently using technology. This tool can also be used through infusion when students are given a project and choose to use this tool for the purpose needed.

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  2. https://www.diigo.com

    This tool allows students to see lots of different links to pages that you would want students to see and read before class or for homework. This also lets students share articles or videos with their classmates. This tool can be used for all of SAMR’s levels. In TIM, it connects to Active, Constructive, Collaborative, and Authentic.

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    1. Diigo is a great annotated bookmarking site… I am not sure I agree with all levels of SAMR, and the collaborative in the TIM. Can you give a better explanation of how it fits these categories?

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  3. http://molview.org/

    MolView is a chemical modelling software that allows students to create a molecule with the graphical tools, or enter the name of a registered molecule and see its structure. If a molecule is created, it can be searched against online databases to find the name and known properties of that compound. I would most likely use this tool when discussing structural units and naming with students, but its advanced features can be applied to demonstrate higher-level concepts in chemistry (such as stereochemistry and NMR).

    On the SAMR model, I think MolView falls under the “modification” level. Constructing 3D models of molecules was possible in the classroom before, but students could not instantly switch between official names, 2D models, and 3D models. This feature could integrate what are traditionally three different ways of describing molecules, enabling students to develop a more holistic understanding of chemical structure. The database search tool also allows students freedom to experiment by changing molecules to see how their properties and names change. In a traditional classroom, that process would have required direct attention and extensive knowledge from the teacher, which makes it impractical as a method of demonstration. Thus, MolView enables or facilitates new aspects of chemistry lessons, but does not redefine the fundamental purpose of chemical modelling.

    In the Technology Integration Matrix, MolView has the potential to reach the transformation level for active learning because students are limited only by imagination in what they can change about the model. However, I think students will probably need coaching to use the tool effectively, so in practice I expect MolView to fall into adaptation. For collaboration, MolView is clearly a transformative tool. The website allows users to download a save file with their molecule and re-upload it later, or for registered molecules simply send a link to someone. This allows sharing of 3D models in a way that was beyond impractical with a traditional chemistry modelling kit. Not only can students share with classmates, but with a simple email they could share a molecule they designed with chemistry experts and ask questions. In the knowledge construction category, I am less certain. I think MolView gives students a lot of freedom to explore the chemistry behind different molecules; it allows them to experiment with incremental changes and observe the effects. However, because of the bulk information MolView provides, teacher guidance is needed to help students interpret their experiences and make meaning out of them. MolView is consistent with the adaptation level for constructivism in the TIM. As for authenticity, unfortunately, MolView scores poorly. MolView is most relevant when teaching chemical structures and naming, which is an abstract topic well removed from students’ daily lives (unless they work in a chemical laboratory). The inherent difficulty in making that material authentic carries over into using MolView in the classroom. MolView could be used at the entry or adoption levels to supplement a more authentic unit about household chemicals (for example), but as far as I can see it would never transform authentic lessons. I don’t honestly understand the last TIM category, goal orientedness, very well. MolView could conceivably be used in a project where students are challenged to design a molecule with certain properties, in which case goals would be needed to guide use of MolView. However, MolView itself does not have any features to help students set or achieve goals, so I suspect it deserves minimal scores in this category.

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