This past week, highly-esteemed colleague Jonathan “DataMan” Hulbert dropped by the office for a chat. It was a wide-ranging conversation focused on Jonathan’s interests for bringing about transformative change in schools. The main problem that held our attention was how to scaffold educators’ learning–both in classrooms and offices–from teaching practices of yesteryear (which endure today, unfortunately) to more learner-centered empowered efforts.
First draft of Continuum of Teaching, Learning and Technology
As you can imagine, this conversation could have best been held on a front porch after breakfast by two oldsters who just knew they had the solution. One of the connections I found interesting is how Krashen’s Second Language Acquisition Theory–which I know has nothing to do with technology except that it’s fun to use as a way of examining how little teachers change–might be adapted. You may recall, I did this in an earlier blog post.  I attempted to help Jonathan understand what were the best ways technology could be used in classrooms. 

Target Level: Technology is perceived as a process, product (e.g. invention, patent, new software designed), and tool for students to use in solving authentic problems related to an identified real-world problem or issue. In this context, technology provides a seamless medium for information queries, problem-solving, and product development. Students have read access to and a complete understanding of a vast array of technology-based tools. (Adapted from Dr. Chris Moersch’s Levels of Teaching Innovation (LOTI))

As a result of our conversations and fueling my desire for a visual, I developed one using my memo pad (which I carry with me most of the time). You can see it above. 
Below is the revised version (View GoogleDoc version): 

You can see the mention of SAMR, which I’m not sure fits, but I would put it in. It dominates the bottom half of the diagram with little explanation. I suspect that this acronym could be fleshed out even more with more words, but I would like to see a representative image for each one of these letters (SAMR). For example, substitution might be the logo of an integrated learning system. Augmentation might be a word processor, modification a web site, a video or audio, and redefinition, well, an image that represents digital collaboration.

Jonathan was particularly interested in the role of PLCs to bring about desired changes and I’ll be reflecting on his remarks in a future blog entry.

I suspect that these conversations and visual aids help me more than anyone else out there. What are your thoughts?
Some related materials to this conversation:
  1. Low Hanging Fruit – 3 Simple Ideas
  2. Learning Evolves
  3. Remembering PBL, Problem-based Learning Academy, PBL Flow
  4. TAKS, Technology and PBL

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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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