Quick refresh

If you aren’t aware of the S.A.M.R. model (devised by Ruben R. Puentedura – @rubenrp) then in simple form it explains the common journey teachers go through when introducing technology. It’s popular for introducing iPads in schools. More info here.

Quick version:

• Substitution: Do old paper task on device
• Augmentation: Do old paper task digitally but now using an extra app feature
• Modification: Students benefit from the versatility and combine new digital tools for new outcomes
• Redefinition: Students are collaborating and learning in ways previously not imagined

Slow Progress

Even in my school, the speed at which the staff as a whole move through the SAMR model from substituting tasks for their digital equivalent to redefining how they help students learn is slow, sometimes seeming to stall completely. My school is good at providing professional development but after 4 years the conversations by tech leaders contain the same frustrations.

New Focus

I was thinking today that I had to make it clear that competency with technology is not the first issue you should worry about if you want to make SAMR progress. The issue to tackle first is the teaching conventions and mindsets amongst the staff, and for this you need some pretty simple and effective arguments.

So here are some I’ve used to move staff on a little:

1. Question the effectiveness of “Teaching/lecturing”

The aim of lecturing is that all leave the room with identical understanding. All teachers, secretly or not, know this has never been true but you are guaranteed to have to repeat information to the “bad listeners” and simultaneously waste the time of the “top” students who already know the material. Students listen at different levels and understand at different levels, something quietly ignored by many teachers.

2. What’s your strategy to ensure your students can cope & learn without a teacher?

Many teachers who moan about students’ inability to “think” are often expecting them to arrive at the same conclusion as themselves and thus attempt to painstakingly guide them to that very same point. This teaches kids to rely on well-rehersed guidance and not seek their own understandings. Employers and universities then complain that too many applicants seem to lack independence and drive to solve their own problems.

3. Can you tell me your course content is more important than other courses?

No matter what exists or is important in 10 years (the world seems to be changing quickly for some), students are guaranteed to need independence, willingness to help, imagination, teamwork, digital skills for staying connected, problem solving strategies and confidence. I believe that any course content is only a tool to achieving these far more overarching skills and mindsets. If students develop these, any content or learning becomes more enjoyable and thus seems more manageable and they will connect with what is appropriate at the time.

4. If you deliver your course, they’ll only ever check the mailbox to learn something.

Be less definite & ambiguous with your questioning. This makes it harder but kids are more resilient than many teachers think. Being allowed freedom in how they tackle problems independently or in teams generates experience to develop the types of skills that so many feel school fails to encourage.

Learning the tech side of things comes quickly when teachers can see a reason for doing so. This is achieved when old habits are shown to be less effective in the modern context and that change is a must and not an option. Keep your teaching colleagues questioning their own habits and connecting with each other to collaboratively design active, student-centered learning spaces.