S2, EP3: Tech Tools For Teachers

How do we embed technology into our practice in a meaningful way?

Technology is an important part of the fabric of today's classrooms, but how do we utilise it in a meaningful and purposeful way?

In episode 3, the Teacher Takeaway team discuss ways to utilise technology in our classrooms purposefully and meaningfully, including:

• Models for tech integration
• Favourite tech tools
• Tech and future focused learning
• T4L

As educators, we are preparing our students for life beyond the classroom. This means building their skills in capabilities that will support them in the workforce into the future. Some of these jobs do not yet even exist.

How do we make sure that we are integrating technology meaningfully, purposefully, and build students proficiency? 

The OECD Future of Jobs Survey (2020) highlights the top 15 skills people will need in the workforce in 2025. 

How do you effectively integrate technology? 

SAMR Model
The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and redefinition. The SAMR model can help educators think about the role of technology in supporting learning. 

S - Substitution
At this level the device replaces a tradtional way of doing something. For example, instead of publishing a piece of writing by hand, you use a device with word processing capabilities to type it.
A - Augmentation
At this level there is still substitution of a task with technology, however; there is functional improvement, such as using a word processor to publish a piece of writing but utilising the spell check function to check the writing. This add-on provides an enhancement to the process. 
M - Modification
At this level you are redesigning the task itself. The technology allows us to do the task is a new way.
R - Redefinition
At this level you are designing new tasks that were not possible before without the use of technology.

It is important to remember that we all begin at the substitution level and we come back to it at different times depending on new practices or the integration of technology into a new key learning area. 

The end goal is not always to redefine the task. It depends on the focus of the task and what it is we are asking students to demonstrate with their learning, in terms of knowledge, understanding and skills. 

The SAMR model provides educators with a nice success criteria to evaluate how you are integrating technology into the fabric of your classroom. 

SYLLABUS
The syllabus documents in NSW, the Australian Curriculum and across other states and territories is full of inegrated technology opportunities, and it should be an educators first port of call when looking at developing the information and communication technology capabilities of students. 

As a staff, team or individually:

• Identify the opportunities across the syllabus. Start with one key learning area to begin with
• Look at the outcome that indicator, content marker, syllabus point is addressing
• Discuss what that might look like as best practice in the classroom

Undertaking this 'audit' of ICT capabilitie ensures that you are 

• addressing syllabus outcomes
  
• explicitly teaching ICT skills through the lens of content

We want students to be using technology meaningfully and for a purpose, and the way that we do that is through the vehicle of the curriculum. The content is the driver of learning new ICT skills and being able to apply that technology skill across the curriculuma areas. 

Favourite tech tool for the classroom 

Bec

• Surface Pro is a great tool for educators to use on the classroom. It allows for teachers to share things easily without having to plug and play. 
• One Note programming for easy collaborative programming that you can instantly upload information to. 

Aaron 

• Mote connecting with Google Classroom or Googe Apps allows you to share verbal feedback with a transcript to students. The transcript can be translated into different languages which is great for EAL/D learners. 

James 

• Microsoft Immersive reader is great for supporting students reading ability, identifying parts of language, translating into different languages  

Alice

• Microsoft Immersive reader for students with learning difficulties, combined with audio microphone recording tool to support writing process. 
  • For example, recording a piece of reading, using immersive reader to check that the text made sense and had the key components needed.
• Time lapse with a camera and combine with iMovie and adding audio to enhance the text to bring a piece of literature combining it with art to bring it to life and show how you have interpreted a piece of text. Here's an example Alice shares of combining these tools: 

How does tech support future focused learning? 

Technology is not the thing that you are doing. It mor a tool to enhance the learning that you are wanting students to do. What is that end goal?

Things that impact how well you can use technology are:

• functionality 
• adaptability
• flexibility 

Technology 4 Learning (T4L)

STEM kits, T4L magazine for kids 

• https://t4l.schools.nsw.gov.au/magazine-t4l.html  
• https://t4l.schools.nsw.gov.au/t4l-kids.html 

Stem t4l library 

• https://schoolsnsw.sharepoint.com/sites/StemShareLibrary/SitePages/STEMShare.aspx 

Digital learning selector 

• https://app.education.nsw.gov.au/digital-learning-selector/ 

Coming Up

Trent and Sam from the Cybersafety Project will be joining us in a couple of weeks to discuss staying cyber safe online and ways we can support our students online. 

​Stay tuned . . .