The SAMR model, helps educators asses technology integration by categorizing it into levels. At its base, technology may substitute for more traditional materials or activities. At its peak, however, students can accomplish something only attainable through meaningful integration of technology, thereby redefining their learning (Common Sense, 2014). So, whatever method you use in the classroom, SAMR can apply to help guide your technology use.
Project-based learning (or PBL) is a method of teaching that is particularly suited to technology integration. Because PBL is best centered around a real-world problem, it is particularly aimed at the upper levels of Bloom's Taxonomy. The three levels that are particularly relevant to PBL are analyzing, evaluating and creating (Boss & Krauss, 2014). This real-world focus prepares students to learn in the Digital Age. PBL focuses on inventive thinking, effective communication and high productivity. It is important that we don't clutter our otherwise successful implementation of PBL with a haphazard application of technologies. Sometimes less is more. Thankfully, Boss & Krauss (2014) provide six functions that must occur in PBL to which SAMR can be applied. They are research, make ideas visible, collaboration, project management, reflection and iteration, and supported study or enrichment using open educational resources. For most of the functions, it is appropriate for students to use technology, but all six do not need to be at the 'redefining' learning level. For example, a useful collaborative tool is Google Docs. It is nearly ubiquitous and works very well…so why not use it? I would argue that Google Docs augments the collaborative process, but it doesn't transform it. An interesting quality of PBL is that because good PBL utilizes the six functions mentioned above, the integration of technology between these functions is what can transform the lesson and push from the bottom of the SAMR continuum toward the top. For example, a project that only uses Google Docs to enhance the collaboration part of the process would fail to push into the modification and redefinition range of SAMR. However, using Google Docs to collaborate and Skype to make their work visible to people around the world is closer to redefining the learning experience. Gorman believes in the essential connection between PBL and technology integration. The SAMR model is simply a great way to connect the two. References: Boss, S. & Krauss, J. (2014). Reinventing project-based learning: your field guide to real-world projects in the digital age. International Society for Technology in Education Common Sense Education. (2014, September 24). Retrieved July 23, 2017, from https://www.commonsensemedia.org/videos/introduction-to-the-samr-model Gorman, M. (2014, September 15). Essential Connections of STEM, PBL, and Tech Integration… What Would Dewey Think? [Web log post]. Retrieved July 23, 2017, from https://21centuryedtech.wordpress.com/2014/09/15/essential-connections-of-stem-pbl-and-tech-integration-what-would-dewey-think/
0 Comments
After reviewing several examples of project-based learning (or PBL) in the classroom, I have come to see it as a compelling teaching tool. There are common threads among all the examples I have seen. The most apparent is the essential role of student choice. In the Journey North (2002) video, students are able to select a "mystery class" of their choice and use their knowledge to guess where it might be on the planet given certain geographical and meteorological clues. Other evidence of this is that the project prompted students in one class to collect monarch butterfly larva and hatch the babies in their classroom. In the Worms to Wall Street (2001) video, the entire project topic of studying worms was decided by the students. It is clear what kind of engagement is garnered by these decision-making opportunities. The same can be seen in the Applying Math Skills (2002) video when students make dozens of decisions regarding their architectural design. The fact that students must work together to make decisions seems like an inherent quality of PBL and one which is clearly a strength of the strategy.
Another significant commonality among all three video examples was the application of a variety of skills. PBL is designed so that the topic of the project is not the sole content intended to be learned. When students are learning about monarch butterflies, they are using their geography skills and ability to interpret a map scale as they plot the migratory path of the monarchs. A fantastic high school example is the architectural design project in Eeva Reeder's math classes. Not only are these students clearly using their geometry knowledge in their designs, they are evaluating their decisions, communicating their concerns to their group members and teachers and presenting/defending their projects to real architects. It is these soft skills that PBL provides ample opportunity for practicing in an authentic way. The project topic becomes a conduit to applying many skills they have learned or will learn throughout the process. Roles in a PBL classroom seem to be well established. The teacher is not the source of all information and appears to work as a facilitator. One teacher, Patty Vreeland, is clear to point out that often they don't know the answer to the questions the students have and so they send questions to outside experts. This is like using the actual architects as references and judges in Eeva Reeder's architecture project. So teachers in PBL know their limits and demonstrate this by bringing in outside help. This is an important lesson modeled for studuents in these classes. It promotes the idea that project goals are not met in the real world by one person who knows how to do everything. Truly great work is collaborative, where each person plays an important role in an area of expertise. The role of students within PBL varies, but due to the nature of collaborative, project-based work each student will likely serve different roles than their group members. In all three example videos, I witnessed students with certain roles. An important role not to be overlooked is the student role of self-evaluator. Lisa Zeller highlights the importance of formative assessment while video of young students place colored stickers on a "Self-Assessment Tracker" board in an Edutopia video titled, Five keys to rigorous project-based learning (2014). Though some of the example videos are from the early 2000s, technology would act on a facilitative capacity in many PBL situations. The obvious choice would be to use computer word processors or presentation software throughout their creative process. Technology also has a clear role in more technical aspects of their projects, perhaps as data collecting tools or video recording and editing tools. Technology may also take more modern forms. I have an idea to use 3D printing technology in a group project I hope to create for my anatomy and physiology class. The project centers around conceiving and designing a wearable product that alleviates one or more symptoms of a bodily disorder. As part of that project, they must design the wearable in a computer design program and print a prototype to present to the class as they discuss their concept. I would like to end this blog post by discussing the most exciting part about PBL, student engagement. Student engagement in PBL is clearly linked to student driven decision-making. Though many students are scared to make mistakes, they all appreciate when their opinions are valued and when they get to take charge of what they're doing. The fact that the projects connect to real-world experiences is also a factor that increases engagement in PBL. Some projects directly impact their community which increases their drive to do well. Other projects rely on presenting to outside members of society which also drives students to impress. References The George Lucas Educational Foundation. (2001, October 01). From worms to wall street: Projects prompt active, authentic learning. Retrieved June 24, 2017, from https://www.edutopia.org/newsome-park-elementary-project-learning-video The George Lucas Educational Foundation. (2002, June 06). Journey North: Children practice real science by monitoring monarchs. Retrieved June 24, 2017, from https://www.edutopia.org/journey-north-butterfly-migration-project-video The George Lucas Educational Foundation. (2002, February 11). Applying math skills to a real-world problem. Retrieved June 24, 2017, from https://www.edutopia.org/mountlake-terrace-geometry-real-world-video The George Lucas Educational Foundation. (2014, June 26). Five keys to rigorous project-based learning. Retrieved June 24, 2017, from https://www.youtube.com/watch?v=hnzCGNnU_WM |