5 Ways Teachers Can Stay Current With Developments in Pedagogy. An example of a R edefinition level, on the other hand, might be an activity where students connect online with another class to collaboratively write a narrative that is then created into a stop-motion animation (Kharbach 2015 Puentedura 2014).ĭebroy, A. To illustrate, an example of a S ubstitution level might be substituting a physical textbook with an ebook. The higher enhancement levels of SAMR’s M odification and R edefinition equate with Bloom’s higher order thinking levels of Analyse, Evaluate and Create (Puentedura 2014). When aligned with Bloom’s taxonomy, the lower enhancement levels of S ubstitution and Augmentation equate with Bloom’s Remember, Understand and Apply lower order thinking skills. SAMR has four enhancement levels: S ubstitution, Augmentation, Modification and Redefinition. One framework that has been designed to help teachers design meaningful learning experiences with technology is the SAMR model (Braxton 2016 Kharbach 2015 Puentedura 2014). Rather, ICT learning experiences should: be inquiry-based, include collaborative practices, explore real world issues and promote deeper learning (ISTE 2008 Moyle 2010 Partnership for 21st Century Skills 2011). ICT should not be included as ‘technlology for technology’s sake’ (Borsheim, Merritt & Reed, 2008). The integration of ICT into the curriculum requires careful planning so that programs are designed to provide authentic learning experiences (Gurung & Rutledge 2014). Transparency and Openness - Just as students are able to effectively collaborate with ease using these tools, so can teachers collaborate with other teachers to share best practices and become even more effective educators.Important peer review skills can learned as students have easy access to each others' work. Opportunities to Collaborate - ICT and Web 2.0 environments provide opportunities for students and teachers to collaborate easily and effectively.Assessment, Discussion and Reflection - ICT and Web 2.0 tools can be implemented for formative and summative assessment, online discussion forums and for students to reflect on the learning.Learning Gains - Research shows that along with quality teaching programs and educators, access to ICT and Web 2.0 tools through social networks has a positive impact on the learning outcomes of their students.I mproved Teaching Skills - Research shows that access to online social networking tools had a direct impact on educators teaching abilities and skills.Being able to communicate effectively between cultures has never been so important. Global Citizenship - Most of our schools and homes now have the infrastructure to support ongoing communication and relationships with people beyond our borders.Appropriate Conduct - As our students relate to each other digitally they need to be guided in developing appropriate communication skills.Likewise, Web 2.0 tools can motivate students to learn while developing critical thinking skills necessary for competing in today’s global economy. Critical and Creative Thinking - Creativity is at the heart of ICT and many of its vast array of tools.Relevance - ICT and Web 2.0 embedded in teaching and learning programs increases relevance to this generation of young learners. Audience - An authentic audience provides a sense of purpose for the students.Reasons to integrate ICT and Web 2.0 in the Curriculum The organising elements of this capability are: ‘Applying social and ethical protocols and practices when using ICT, Investigating with ICT, Creating with ICT, Communicating with ICT and Managing and operating ICT’ (ACARA 2016). Information and Communication Technology (ICT) plays such an important role in education today that it is highlighted as a General Capability in the Australian Curriculum. Our students are consumers, distributors, remixers, and creators of content from and to the Internet. Technology is transforming the way we are interacting, communicating and collaborating.
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