Reposted from November Learning:
In a recent webinar, more than 90% of school leaders responded that they were leading an innovative school as a result of the implementation of technology. At the end of the webinar, when polled again, only one leader claimed to be leading an innovative school. The complete reversal was due to a presentation of the Six Questions that you will read about in this article. This list of questions was developed to help educators be clear about the unique added value of a digital learning environment.
Test your own level of innovation. If you answer no to all Six Questions when evaluating the design of assignments and student work, than chances are that technology is not really being applied in the most innovative ways. The questions we ask to evaluate implementation and define innovation are critical.
(Beyond SAMR: Special note to those of you applying SAMR. Many educators who believed their assignment to be at the highest level of SAMR have discovered that the answer can be NO to all six of the transformation questions.)
Reposted from eSchool News:
At the start of a webinar Alan November recently conducted for school leaders, he asked attendees if they felt they were leading an innovative school as a result of the implementation of technology. More than 90 percent responded that they were. At the end of the webinar, when polled again, only one leader claimed to be leading an innovative school.
The complete reversal was due to a presentation on the six questions that you will read about in this article – a list of questions that were developed to help clarify for educators the unique added value of a digital learning environment, and whether their assignments were making the best use of this environment.
Want to test your own level of innovation? If you answer no to all six questions when evaluating the design of assignments and student work, then chances are that technology is not really being applied in the most innovative ways. The questions we ask to evaluate implementation and define innovation are critical.
Reposted from MindShift:
“Author, speaker and former teacher Alan November agrees with Graber that SAMR doesn’t provide enough concrete guidance. Many of his graduate students present technology projects that they define as a redefinition of learning — the highest level in the SAMR model — but November sees them as merely substitution. For example, one of his students presented on Leafsnap, an electronic field guide app that allows students to take a photo of a plant leaf and quickly learn about its biological traits.
“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That’s what they learned.” While the Leafsnap app is cool, it doesn’t meet November’s criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.
1. Did the assignment create capacity for critical thinking on the Web?
2. Did the assignment reach new areas of teaching students to develop new lines of inquiry?
3. Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
4. Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?
5. Is there an option for students to create a contribution (purposeful work)?
6. Were students introduced to the best example in the world of the content or skill?
“I think these six elements separate what’s transformational from what I would call the $1,000 pencil,” November said. Instead of using Leafsnap, November would like to see teachers challenge students to think critically with a question like, “Which plants will die first when the effects of climate change begin to be felt?”