COETAIL Project Reflection

Last week was Khan Academy-style Video Making Week in my two grade 7 math classes (otherwise known as KAVMW. j/k) The students were given two 55 minute periods to make a video that teaches a concept/skill that they have learnt this year in math class. The video was to be no longer than three minutes in duration and was to be of a similar style to the videos up on Khan Academy. (In fact, the latter was really a non-requirement as the app we used, ShowMe, only makes videos in a Khan Academy-style.)

Here’s the link to the UbD planner and assessment rubric for this unit. (They’re not quite finished yet.)

One of the big questions I need to ask myself is, in this unit, does the use of technology reach the redefinition level of the SAMR Model? That is, in this unit, does the use of technology allow for the creation of new tasks, previously inconceivable?

In my last post, SAMR Model Revisited, I discussed two fairly straightforward uses of technology that reach the redefinition level of the SAMR Model: using technology to enable collaboration and publishing media to social media sites. In this unit, students are publishing their videos to the social media site, ShowMe. There, the videos have a real audience, potentially in the thousands. So, yes, the use of technology in this unit does reach the redefinition level.

It’s worth pointing out here that a use of technology that scores redefinition level today may not and probably will not score redefinition level in a few years time. All uses of technology slowly slide down the SAMR Model.

Stay tuned for part two of this reflection.

Image Credits:

  • Untitled by me
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Weighing Up My Project Options

It’s been a while since I’ve posted on my blog – roughly two months I think. Anyway, it’s good to be back.

In the style of my other posts, let’s get straight into it.

Over the past week, my project has undertaken some major changes. (It feels really good to be blogging again, by the way.)

Originally, my plan was to have my grade 7 math students make imperial to metric converters (and vice versa) using Google Forms. Next, the students would embed their converters into either their own blog or into the class blog.

I feel this task would score quite high on the SAMR model, as the use of technology is transforming the task itself. In fact, this task would be impossible to complete without the use of technology.

Students would also be learning how to use Google Docs and WordPress – two things I’m a big fan of.

Untitled

But then some time this week, a better idea came to me – have the students make short two minute tutorials using ShowMe on their iPads and then upload them to some video sharing site. The plan is to then embed these videos in a site called Kids Academy, which has yet to be set up.

I’d like the students to make a video, or a couple, on something they’ve learnt in Math since the start of the school year – operations with negatives, HCF and LCM, prime factorisation, and sequences are topics they’ve learnt about thus far this year.

This idea scores high on the SAMR model too, in my opinion, as the use of technology in the task transforms the task itself.

I also really like the idea of this Kids Academy site – a site where kids can teach other kids (and no doubt adults too) practically anything.

Anyway, it’s been good getting these thoughts down on blog.

Any comments and/or questions, please leave below.

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