Title: Connecting SAMR, DOK, and Bloom's Taxonomy: Practical Applications in the Technology-Integrated Classroom.
I work in a school district with nine secondary schools. Two high schools (Pajaro Valley High and Watsonville High) and two middle schools (Lakeview and Pajaro Middle Schools) currently run 1:1 initiatives using Chromebooks, while the rest of the secondary schools have enough Chromebooks for just about one cart in each classroom. Having worked at both Lakeview and Pajaro, I’ve seen a variety of innovative technology-integrated projects and lessons created. Because Pajaro Valley School District’s schools are represented in varying capacities (some with full time site-based ToSA’s, others with no coaching on-site), there is a need for teachers to see what types of lessons have been created in order to inspire them to implement similar projects. Because much PD has been done in PVUSD surrounding Webb’s Depth of Knowledge and Bloom’s taxonomy, my goal is to tie technology professional development to those familiar frameworks to make it more understandable for the emerging technology integrator. In using the Technology Integration Matrix, teachers are introduced to the SAMR model and lessons with student work samples are presented that fall into the various levels of each framework. Though the website I am creating will not be comprehensive, it will promote ideas of activities that can be done through the use of a variety of Chrome apps and multimedia tools.
This project is important to me for a number of reasons. 1) It is essential for teachers at all schools to have access to resources that will help them become better teachers, in particular when focusing on 21st century skills and technology integration. 2) In my coaching experience, teachers benefit when given concrete examples that they can implement and modify. It’s not so much important to present content for all grade levels, because teachers are the experts on that, but rather show what each tool can do and how it enhances learning. 3) This project will bring teachers together from around the district and foster professional development and collaboration.
Goal’s Topic Overview: This section is a summary of your literature review.
Teacher professional development in technology integration is moving at a slow pace. While industry has completely embraced technology, schools are not moving rapidly enough in preparing learners for the types of jobs that exist today. Many classrooms function as they have for decades if not longer: students at desks in rows, memorizing and regurgitating information. Students have lost interest in schools for a variety of reasons and the digital divide is growing. This realization is not to place blame, but to evaluate what is happening in schools, what needs to happen in schools, and how we get there. For veteran teachers who themselves remember a style of classroom that worked for them, change is difficult. Therefore, technology integration should be put at the forefront of professional development and credentialing programs, and it must be accessible, inspiring, and fun.
The articles I researched for this project discuss the many recent changes in education including school demographics, Common Core State Standards, familiar professional development frameworks and technology integration trends. There are several needed shifts in education in relation to Common Core and the instruction of 21st century skills, including the need to move away from a factory assembly line style classroom structure, curriculum based on standardized tests, and one-sized fits all scripted curriculum. When looking at our most underserved students, expectations should be higher, and those students must be participating in rigorous activities with their grade level peers rather than tracked through remediation programs.
There has been much peer review of Bloom’s Taxonomy and Webb’s DOK, however the SAMR model has been criticized for not having been evaluated in this way. Rather than looking at SAMR with its hierarchical structure as a ladder teachers must climb, value can be found in lessons at all levels. Some argue that content knowledge is better acquired through activities at the substitution and augmentation levels (vocabulary graphic organizers, scientific data collection for example) and that skills such as critical thinking, collaboration, and problem solving are best practiced through activities at the modification and redefinition levels, which line up with Webb's strategic and extended Reasoning and the evaluate, analyze, and create levels of Bloom's.
Lastly, when looking at these models and the success of programs that integrate technology in a way that engages learners and promotes collaboration and critical thinking, it is imperative that instructors are given time to work with experts and begin to change their style of teaching to meet the diverse needs of today’s learners. Technology professional development can not be offered as a one-shot deal, should not be fragmented, and must be accessible, frequent, and relevant. Teachers need access to coaches that can model for them, build lessons with them, and support their growth with a personalized plan. Just as our classrooms are filled with students at all levels with varying needs and strengths, the teachers leading them are all unique in their styles of instruction, technology skills, and understanding of education’s evolution.
Opportunity and Issue Analysis: What is the need? Where is the niche your project will fill? How can you improve the topic/area/situation/field? Is there a market for your project?
You don’t know what you don’t know. That’s the guiding idea behind my project. Many teachers I have worked with, both veteran and new, struggle with technology integration simply because they don’t know what’s out there and what is possible. The need I see is not only to provide suggested apps and resources to teachers, but to give examples of how those tools are being applied to instruction in our district and how those examples relate to different levels of SAMR, Bloom’s Taxonomy, and Webb’s DOK. There are many lesson ideas available on the internet that incorporate GAFE and other Chrome apps and I can build on this by tying specific examples to familiar language and concepts. While the focused audience for this project are secondary school teachers in PVUSD, I see this as reaching a bigger audience if successful.
Objective: What is your goal in one sentence?
To build an interactive version of my Technology Integration Matrix, a wheel that ties together three frameworks supporting instructional technology professional development, and provide examples of projects at each level of the frameworks for students using Chromebooks.
What will be done?
A website will be created with examples of lessons and projects that represent the four levels of SAMR as well as the coordinating levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge. The site will center around a clickable interactive matrix. When users click on the example activity it will take them to a page that explains that project and provides student work samples and templates when applicable.
When will it be done?
The site will be created over the course of the next year. It will be added to and modified periodically in years following.
Who will do it?
I will be the primary designer. I will solicit submissions for the project from other Technology Integration Coaches, tech liaisons, and tech-savvy teachers in PVUSD as well as members of this cohort.
How much will it cost?
Cost will be minimal. Website domain name approximately $15 per year. Hosting approximately $10 per month. All cost can be eliminated if we use Google Sites as our host (as yet to be determined - looking at the possibility of using CSS and HTML on the new Google Sites platform.)
How will you determine if you are making successful progress?
During the fall semester I plan to focus on collecting the resources and organizing the content for the website. I’ll continue to elicit feedback from my coaching peers and gather and organize materials they submit. In the spring I will build the website, linking the projects with the applicable suggested activity, and will begin using it with teachers at my site. My goal will be to launch the website by the end of the 2016-17 school year. Once the website is live, I will continue to meet periodically with other district Technology ToSAs to discuss what’s being done at schools. This tool will be valuable in their coaching. I will get feedback from these coaches as well as site administrators that do not have ToSAs as to how well received and well used the website is. I will use it regularly in my own coaching at my site, and it will be integrated into our district professional developments on instructional technology.