I work at a school that incorporates technology in a passive way. Student have access to iPads, Chromebooks, desktop computers, and seemingly endless digital subscriptions. Although these technological resources are available, they are hardly used in a systematic way. In fact, there is little to no accountability ensuring teachers effectively use technology in their classroom let alone use it at all. You could look into any classroom and chances are you would see students taking notes or filling out worksheets on a digital device. The pencil and paper technique hardly changed. In many cases, the only difference was that students notebooks now needed to be charged. Perhaps this is a familiar anecdote.
In a school that lacks these requirements or systematic incorporation of technology, I challenged myself to develop my classroom into a technological oasis. One where students not only learn the content, but learn how they can use technology beyond the classroom. This led me to consider the SAMR model on a deeper level. The SAMR model was developed in 2010 by education researcher Ruben Puentedura. This tiered system explains the various ways technology can be used in a classroom. Each tier represents a more complex and effective method of technology use (think Bloom's taxonomy for students effectively using technology). At the most basic level technology is a substitute for traditional learning, look back at that pencil-paper example. There is no real functional change. That is until you reach the third-tier, modification; this is where real transformation occurs. Essentially students could not complete the task without technology.
As a history teacher, I have seen the old technology trick. "Throw a YouTube video up and you've got them!" This method of technology use is Augmentation, tier-two, at best. A teacher could achieve the same outcome by altering their voice, playing a song, and putting pictures up on the board. Don't get me wrong, the YouTube trick is popular for a reason and it certainly has its merits. I wanted to move into the realm where learning was totally different. GarageBand helped me do just that.
I developed a series of assessments throughout a unit where students would explain their understanding of content and apply it to curriculum goals. Sounds like an essay or speech, right? Perhaps in theory, but the way the students would share their learning was totally unique. In partners or on their own, students would create a series of podcast episodes answering the questions of the unit while using content knowledge we covered in class. This was useful in two ways. First, it allowed me to assess my students on my own time. We did not need to take up multiple class days going through presentations that, let's face it, do not have the most attentive audience. Second, it gave the student insight into how well they were grasping material throughout the course of the unit. Several students realized just how much "dead-air" was on their first episode, and adjusted accordingly.* It was incredibly useful for both the teacher and the student.
This assessment would be considered Modification of learning in the classroom. Students were still demonstrating knowledge as they would on a written assessment, but they were now conducting their learning through a unique way only possible through technology. I would go so far as to argue this assessment reaches Redefinition, or a previously inconceivable task taking place. What I noticed the development of personality an voice in student's ensuing podcast episodes. Students began having real conversations with each other. It changed learning from a "show the teacher what you know" to "discuss your thoughts on this question". By the last episode, students where making up fake sponsors and asking their listeners (only me) to "smash that subscribe button!"
The greatest satisfaction I got from this assessment was how useful it was to the students. The age of podcasts is in full swing. Most students in middle school already have a favorite YouTuber or podcaster. This assessment gave them experience to this medium of communication. But they also learned! They were able to articulate themselves in ways writing or traditional presentations had eluded them. No surprise that on the end of the year feedback form, podcasting was the "most helpful" part of the class.
*The sample podcast episode attached is a good model of students working through the process. These students' episodes only became more complex!
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