bit.ly/uwctech Sen McHugh | Transformational Technology bit.ly/ - - PowerPoint PPT Presentation

Digital Learning Journals in the Early Years Seán McHugh & Zoē Brittain

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smc@uwcsea.edu.sg | @proteanteacher | bit.ly/pr0tean Seán McHugh | Transformational Technology

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Ruben Puentedura (2008). SAMR model for enhancing technology integration.

SAMR

Replacement Tech serves merely as a different means to the same instructional end Amplification Tech increases efficiency and productivity without fundamental change Transformation Tech allows forms of instruction and learning that were previously inconceivable

Hughes J, Thomas R & Scharber C (2006). Assessing Technology Integration: The RAT – Replacement, Amplifjcation, and Transformation - Framework.

R A T

Replacement Tech serves merely as a different means to the same instructional end Amplification Tech increases efficiency and productivity without fundamental change Transformation Tech allows forms of instruction and learning that were previously inconceivable

Replacement Tech serves merely as a different means to the same instructional end Amplification Tech increases efficiency and productivity without fundamental change Transformation Tech allows forms of instruction and learning that were previously inconceivable

Replacement Tech serves merely as a different means to the same instructional end Amplification Tech increases efficiency and productivity without fundamental change Transformation Tech allows forms of instruction and learning that were previously inconceivable

How can we make Learning Journals

ational?

Everywhere at once

Start in one place, seamlessly continue in another, or even while you move between

• ne and the other, and another, and another... The boundaries between school and

life and work become permeable. Instead of stop/start we pause/play. Learners make connections between experiences even if the borders between domains seem to be highly delineated, such as home and school, fjeld trips. Less marking, more monitoring, guiding, clarifying, redirecting, affjrming, correcting... Feedback and feed forward and times and in places and spaces that suit the teaching and learning.

practice

Unprecedented access to expertise

World-renowned expertise, a symphony of voices and opinions, and peer-to- peer learning opportunities are all a click away. With great access comes great accountability, now the opinions of many shine the light of criticism, correction and congratulation on words and ideas that would otherwise have remained in obscurity. Digital technologies provide an unprecedented level of global access to information that is unique in history—entire societies, regardless of class, culture, or creed, have access, not just a social or academic elite.

All human communication is intrinsically multimodal. ICTs free us from the constraints of traditional media, free to communicate in ways that are more natural, more authentic. Writing is now no longer the central mode of representation in learning. Still/moving images are increasingly prominent as ‘makers of meaning’ (Kress, 2005). The principal modes are:

written or spoken language, intonation, imagery, gesture, facial movements, and action.

Multiple modes magnify meaning

Screen content is multimodal, dynamic, fmuid, mutable, provisional. The 'undo' tool is one of the most transformational ways of working ever conceived, unlike the page, the screen forgives. This ability to replicate/rewind/review/redo is like a virtual time machine—you know that you can always undo, which leads to an unprecedented sense of confjdence—confjdence to play and experiment.

Mending, mashing, and making

Learning that is social & networked

Web 2.0 tools empower ‘social learning’ , through global and local creative collaboration. Social synchronicity & asynchronicity means that students and teachers can make more efgective use of time to refmect and respond to feedback than in a traditional classroom. Social learning allows students to become learning resources for

• ne another at times and in places and spaces that are most

suitable to them. Social learning creates a context of reciprocity that frees teachers to focus on dynamic monitoring and frequent feedback instead of marking.

• Situated (work anywhere)
• Access (influence, information, expertise)
• Multi-modal (screen centred, ‘rich’ content)
• Mutable (provisional, liquid, flexible, dynamic)
• Socially networked (people power)

SAMMS

Situated Access that is Multi-Modal, Mutable & Socially Networked

learning portfolio or

Brian, K2ZBr

smc@uwcsea.edu.sg @proteanteacher bit.ly/pr0tean Seán McHugh

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