Technology Integration in Education

This book on technology integration in education is a common product of the eTwinning project "Transformed Classrooms".

Project Twinspace:

https://twinspace.etwinning.net/190346/home

eTwinning is the community for schools in Europe.

eTwinning offers a platform for staff (teachers, head teachers, librarians, etc.), working in a school in one of the European countries involved, to communicate, collaborate, develop projects, share and, in short, feel and be part of the most exciting learning community in Europe.

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The SAMR Model. . . . . . . . . . . . . . . . . . . . . . .

Activities with SAMR Model and Web 2.0 Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Making an Avatar . . . . . . . . . . . . . . . . . . . . . .

Poster, Logo, Infographic Preparation. . . .

Video Creation . . . . . . . . . . . . . . . . . . . . . . . . .

Presentation Preparation . . . . . . . . . . . . . . .

Learning Applications, Measurement and Evaluation in a Digital Context . . . . . . . . . . .

Content Combining. . . . . . . . . . . . . . . . . . . . .

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Introduction

About the Transformed Classrooms

The project is an application of the SAMR model, which is one of the methods used to integrate technology into educational environments. Using technology as an educational tool helps students learn to think on their own. In this way, students make sense of what they have learned and apply it to new situations. Within the scope of the project, it is aimed that students become individuals who use technology effectively by carrying out activities aimed at improving and transforming learning.

Partners

Özlem Kahraman (Founder), Çorlu Ticaret Borsası Anadolu Lisesi, Turkey

Zerrin Alkan (Founder), Mersin Anadolu İmam Hatip Lisesi, Turkey

Abel Carenas Velamazán, IES Palomeras Vallecas, Spain

Antonija Borovac, Poštanska i telekomunikacijska škola, Croatia

Buket Karakaş, Şehit Metin Arslan Kız Anadolu İmam Hatip Lisesi, Turkey

Elena García Ruiz, IES Izpisúa Belmonte, Spain

Ella Rakovac Bekeš, I.gimnazija Osijek, Croatia

Elīna Kaminska, Privātā vidusskola "Klasika", Latvia

Filiz Önal, Çorlu Ticaret Borsası Anadolu Lisesi, Turkey

Inmaculada Illán Gómez, IES Izpisúa Belmonte, Spain

Irina Soselia, LEPL Zugdidi muncipality village Chkhoria public school, Georgia

Ivan Krka, Poštanska i telekomunikacijska škola, Croatia

Partners

Julio Abad Redondo, IES Palomeras Vallecas, Spain

Ludmila Cojocari, Liceul Teoretic Gaudeamus, Republic of Moldova

Maka Tolordava, Akhalabastumani Public school, Georgia

Mihaela Git, Liceul Teoretic Jean Monnet, Romania

Nadide BAYSAL, Özel Çerkezköy Organize Sanayi Bölgesi Mesleki ve Teknik Anadolu Lisesi, Turkey

Nataļja Hohlova, Privātā vidusskola "Klasika", Latvia

Nona Blata, Privātā vidusskola "Klasika", Latvia

Pascual Garcia Herraez, IES Izpisúa Belmonte, Spain

Ramon Dangla Soms, INS Thos i Codina, Spain

Serap Çinar, Necip Fazıl Kısakürek Anadolu Lisesi, Turkey

Tatjana Vinokurova, Privātā vidusskola "Klasika", Latvia

Özlem Okuyan, Özel Çerkezköy Organize Sanayi Bölgesi Mesleki ve Teknik Anadolu Lisesi, Turkey

Aims

Developing students' creativity and innovation, critical thinking and problem solving, communication and collaboration skills

Using ICT as a strategy for searching information, solving tasks, sharing and disseminating results and as a communication tool for both teachers and pupils.

To encourage group work. To enable students to assume responsibility for their own work and to carry out activities that will reveal their strengths and abilities.

Facilitating communication in a foreign language. Using English as a platform to access and construct knowledge related to different subjects and situations as well as a collaboration tool to communicate information, ideas, feelings.

Expected Results

With the use of technology as an educational tool, students gain 21st century skills. Teachers share good practices with their colleagues.

The SAMR Model

What is SAMR Model?

The SAMR model is a four-stage approach to educational technology integration.

The lowest level of technology integration steps S, where Substitution is a class product that you can do with pen and paper. Consider using a Word file to write reports instead of handwriting.

The next level, A, Augmentation, is the addition of a technology tool that adds value to the work. Consider a spelling checker, grammar checker, or electronic dictionary attached to the above post report.

Step M, Modification is the modification of a significant amount of work using technology. Instead of writing a report, students prepare a digital magazine using digital pictures and an online newspaper template.

Finally, R, Redefinition, ultimately converts the work. Instead of a book report, students create an animation or cartoon that they write, film, and share online.

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it’s really more like a toolbox. The goal isn’t to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it’s a way to reflect on your technology integration by thinking about a few key questions:

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?