The innovative teacher

Here you can find a link concerning Ruben Puenteduras research:http://webapps2.malmo.se/pedagogmalmo/artiklar/puentedura-malmo/,   

"Experience in MaineIn the state of Maine, USA, initiated man almost 10 years ago a venture called MLT , Maine Technology Initiative , which means that students were equipped with their own computer . Today, the state's middle schools (11-14 years old) and high schools (14-18 years) , a total of about 70,000 students in different schools, their own laptop computers as tools for learning.Variable 1-1- results in MaineWhen Dr. Ruben Puentedura studied one - to-one initiative in Maine , he saw that some schools did better than others. It was simply about how teachers designed tasks and learning processes for students . To highlight this, he created the SAMR model, which stands for substitution , Augumentation , Modification and Redefinition . Puentedura mean that you have to have the right aim to equip every student with a personal computer ; them to learn more deeply not faster. " We want all students to become better at thinking mathematically - not to count faster."One tool - not a method.Puenteduras SAMR model is no pedagogical method . It is more a tool for reflection and a guide for how a teacher can design tasks and learning processes . In Sweden, Falkenberg one of the first municipalities that started with a computer for each student , ( in 2007). It has been associated with the training of the teachers used the Puenteduras SAMR model. Learn more about Falkenberg Municipality of one-to - one bet.The technology helps to transform data and learning processes .Puentedura explained his SAMR model by starting from the bottom ( see picture on top). The two lower levels , Substituion and Modification , he calls for the basic level , they represent only a technical functional improvement ( enhancement ) . The two upper levels , Modification and Redefinition , represents a level where the educator design of tasks and work processes really takes advantage of technologies ( transformation) . The result is a deeper learning of the students. Students are creating their own understanding of an area of ​​knowledge .Puentedura out that the data they create for students do not always need to be on omdefinieringsnivån . You are allowed to jump between the different steps depending on the type of task you are considering implementing . Sometimes it may be more appropriate to be on the lower and basic levels .
SAMR - model steps- Substitution / ReplacementNo change . We do the same things as before the only difference is that we do it with new technology. There will be no functional improvement of the process of learning or teaching context.example:The computer word processor or to read the E -book. In these two cases , the computer is just a replacement for a different technology and does not learning anything . Students do not get better at writing or reading just because they do it on the computer.

 - Augmentation / ImprovingThe technique works as a direct replacement for other tools, but contributes to the school can be improved still no improvement in the process of learning or teaching context.example:Students can use computers to send his written text to the teacher. Students can get with speech text in their e- book read to them. Students can make underlining or notes which can then be exported to a different document. But still , it's just a technical improvement . The task and the learning process has not changed.- Modification / ChangeAt this level , this technology with opportunities that will allow the teacher can design tasks and learning processes of students in a different way . Now the technology is used for social learning. The task has changed so that students become good at meta- learning, they will learn about their own learning. They will become aware of how they learn , understand and think. They should be also be aware of how others learn, understand and think. Automatically makes the reflections on this, which is that they apply to themselves , and that in turn affect their own learning.example:Pupils use the computer to the common digital surfaces cooperate with each other. E.g. share underlining and notes with one another. The individual writing and reading has now become a social activity for the exchange of experiences, thoughts and opinions about what they have read in such eBook.- Redefinition / RedefiningThe technology enables the creation of new data and methods that were previously impossible. This means that new methods are introduced. Students will increase their interaction with others, designing and inventing . There is now a substantial development in the learning begins in students . At this level task designed so that the student is placed in the position that their own teacher. The final task is that for someone else, outside of school , to explain what they have learned. Someone who is in another location. At this level, turnover students the material they have read something new.example:The computer used by students to bring in the outside world and reach out to the world. With the help of tools like blogs , wikis , skype etc. students can convey their knowledge , and the world can read and even respond back .SAMR , TPCK in context Malmo November 21, 2011"


Niklas Agerbech points this out in his group-blog: http://icohab.blogspot.se/

  Flipped classroom?

In my opinion the innovative teacher uses his/her creativity to improve and deepen the students learning with a variety of models. It can be using ICT but that doesn´t exclude anything else.