This year I tried and fell in love with Voice Thread. I created a Power Point Presentation with pictures of very messy rooms around the house. Students were asked to use Voice Thread to write affirmative tu commands in Spanish such as "lava los platos sucios / do the dishes" they also wrote answers to the commands such as "estoy lavando los platos / I'm doing the dishes already" By using Voice Thread we were able to redefine (according to the SAM-R model) this assessment activity. This activity is possible thanks to the technology available. It was previously inconceivable.  I was able to assess my whole class mastery of the unit material at once. I used this information to direct and make informed choices in my teaching practice for that day. I was able to immediately identify students who needed clarification. Students were able to see their classmates answers once I helped them with corrections which avoids embarrassment or anxiety but promotes learning,keeps students motivated, engaged and competitive. My students loved it and asked to use it over and over again. I highly recommend Voice Thread. It is a very valuable classroom tool.

Vertebrate Infographics

As part of our study animal characteristics, students used Lucidchart to create an Infographic.  An Infographic is data sorted, arranged, and presented visually.  Students were tasked with explaining the characteristics that are common to all vertebrate groups.  With the help of the school’s Technology and Learning Coach who brought examples of Infographics to share, students were then able to translate their ideas into this form of communication.

Infographic Example 1

Infographic Example 2

Infographic Example 3

I believe this activity meets the modification stage of the SAM-R Model because from the research stage to final product, technology was required to fully complete the task.

Staple Food Crop Project

In collaboration with Social Studies, students were asked to identify a staple food crop that might be used to meet the needs of a growing global population.  Armed with their challenge and some considerations from their teachers, students set out to use what they were learning in class and could find out using their research skills to solve a real world problem.  We invited our media specialist to help students get started by learning to CART websites.  Students found it helpful to judge websites based upon the CART criteria (Current, Accessible, Relevant, Trustworthy).  Based on our study of plants in science class, students considered the variables related to the growth and development of their selected crop.  Students worked with their peers to create a presentation illustrating their findings.

Staple Food Crop Considerations

Staple Food Crop Presentation Sample

I believe this project meets the redefinition stage of the SAM-R because use of technology allowed students to access cutting edge research to solve a real world problem.  Without technology students would not have had access to real time data needed to complete this project.

Finding our Purpose

The purpose of this blog is to highlight the implementation of technology at Blythewood Middle School.  Specifically, the groups goal is to implement the "Modify" and "Redefine" stages of the SAM-R model.   More information about the SAM-R model can be found on the following websites:

• https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
• http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
• http://www.schrockguide.net/samr.html
• https://www.commonsensemedia.org/videos/introduction-to-the-samr-model