ISTE20Creative
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Digital
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Edtech Advocacy &
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How Teachers Can Enhance Students' Work-Ready Skills With Sway

Participate and share

Participate and share : Poster


Tuesday, June 25, 4:00–6:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 26

Jen Padernal  
Educators play a critical role in preparing students for a highly technological workplace. Learn how to use the SAMR Model and Sway to transition class activities from enhancement to transformation, empower students to take an active role in their education and enhance their work-ready skills

Audience: Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Accounts in http://education.microsoft.com/
Equipment to bring (any of the following): laptop, smart phone, tablet

Sway App may also be downloaded in Microsoft Store.

Focus: Digital age teaching & learning
Topic: Online tools, apps and resources
Grade level: PK-12
Subject area: Language arts, Social studies
ISTE Standards: For Students:
Global Collaborator
  • Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
For Educators:
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Facilitator
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Related exhibitors: Microsoft Corporation , NEO by CYPHER LEARNING

Proposal summary

Purpose & objective

Teachers will develop their creativity skills by learning how the SAMR model can make classroom activities go from enhancement to transformation. This helps teachers understand how they can slowly increase the level of technology used in the classroom and develop their creativity skills by converting traditional activities. Teachers will learn how to design authentic, interactive learner driven activities.

Teachers will also develop their digital technical skills by learning how to use the different features of Sway such as the storyline panel, co-authoring tools, sharing tools, design, and more. The skills developed by teachers will enable them to teach the same skills to their students.

Teachers will learn some of the most important work-ready skills that students should develop, such as writing skills, design, creative communication, global collaboration, knowledge construction and digital citizenship. The development of these skills will be demonstrated through the Sway activities that teachers will learn how to implement for their students.

Teachers will develop their leadership, collaboration, and facilitation skills by learning how to create interactive activities in Sway that enhance students work-ready abilities. Teachers will learn how to initiate a global collaborative project for students and how this enhances students’ communication and digital citizenship skills.

Teachers will learn how to transform their teaching techniques on the spot using the SAMR model and Sway by having the opportunity to create their own Sway project based on their current classroom activities. They will leave the presentation having an actionable plan on how to enhance a current classroom activity using the SAMR model and Sway. This will develop their technical and designer skills and improve their practice.

Tools to be used:

Sway: An interactive tool for education that allows users to create captivating presentations, reports, newsletters, documents and even personal blogs in a fast and easy way. Sway is an intuitive digital storytelling app that everyone can use.

Models employed:

The presentation is based on Dr. Puentedura’s SAMR (Substitution, Augmentation, Modification and Redefinition) Model for technology integration in education. The model helps teachers design, integrate and develop technology driven learning experiences for students.

Thanks to it, teachers are able to determine whether the technology they are using in their classroom is enhancing or transforming teaching and learning activities. The model also shows how technology allows for the creation of new tasks that previously was inconceivable due to the absence of available technology. Ultimately, the model shows that in this day and age, teachers must focus on the transformation of learning, to prepare the students for the future and enhance their work-ready skills.

Outline

The session is based on Dr. Puentedura’s SAMR (Substitution, Augmentation, Modification and Redefinition) Model for technology integration in education. SAMR is a model designed to help teachers integrate, design, infuse and develop technology-driven learning experiences for the students. SAMR is also a model that we can consider to be addressing the first order applications of technology (Substitution and Augmentation) and the higher-/second order change (Modification and Redefinition) which will be highlighted in the presentation.

Our students today belong to the Digital Natives Generation. They were born and raised in a highly technological world and they use technology in almost all aspects of their lives, academic activities being one of the most important areas. In an article written by Harley Peterson for the Business Insider (https://www.businessinsider.com/generation-z-spending-habits-2014-6), he mentioned that Gen Z-ers multitask across five screens daily and spend 41% of their time outside the schools with computers or mobile devices (Honey & Sparks report). They are also self-directed learners and spend most of their time researching online.

The Institute for the Future for University of Phoenix Research Institute noted the 10 skills for the future ready workforce: Sense-Making, Social Intelligence, Novel and Adaptive Thinking, Cross-Cultural Competency, Computational Thinking, New Media Literacy, Transdisciplinarity, Design Mindset, Cognitive Load Management and Virtual Collaboration (Anna Davies, Devin Fidler, Marina Gorbis, 2011, http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf).

Knowing the kind of learners that we have today and what sort of skills they will need in the future will help educators and educational institutions take a closer look at the way they use technology in education, specifically in crafting programs and activities for students. Educators play a critical role in preparing the students of today for the future and helping them become part of a highly technological workplace. This session will demonstrate how to integrate technology in class activities through a simple tool such as Sway, that will help students develop the necessary work-ready skills. This can contribute to the pool of knowledge in technology and education and addresses the ISTE standards mentioned above.

Demonstrating the use of digital tools like Sway in teaching provides teachers with ideas and knowledge on how to create technology driven learning activities for their students. This session will demonstrate step by step how various activities can be created in Sway, how these activities can be part of lesson plans, and how they can be implemented in ways that students will enjoy and will be empowered to take charge of their education. Through the practical activities during the session, participants will also gain knowledge on how to initiate collaborative and social learning activities among students. The session can serve as guide to teachers as to how they can lead, design, collaborate and facilitate learning and how to transform classroom activities easily based on the SAMR model.

This session will demonstrate how participants can use Sway to transition a class activity from enhancement to transformation and how it can be converted to meaningful insights and actions that will empower students to take an active role in their learning process, thereby enhancing their work-ready skills. Participants will learn how to create Sway activities that are simple yet effective and can easily be integrated in their curriculum and class content.

Teachers will develop their creativity skills by learning how the SAMR model can make classroom activities go from enhancement to transformation. Teachers will also develop their digital technical skills by learning how to use different features of Sway, such as the storyline panel, co-authoring tools, sharing tools, design, and more. The skills developed by teachers will enable them to teach the same skills to their students.

Teachers will also learn how to transform their teaching techniques on the spot using the SAMR model and Sway by having the opportunity to create their own Sway project based on their current classroom activities. They will leave the presentation having an actionable plan on how to enhance a current classroom activity using SAMR and Sway. This will develop their technical and designer skills and improve their practice.

The session will demonstrate to the participants, step by step, the different features of Sway (e.g. co-authoring tool, creating and editing Sway content, using Sway templates such as newsletters, blogs, presentations, etc.) to create their own class activities, lessons and resources. Likewise, they will learn the use different features of Sway when designing assignments and collaborative projects for the students, which also helps them enhance their technological skills.

The session will also show the participants how easily the demonstrated activity can be replicated when they go back to their respective schools and organizations.

At the end of the session participants will be provided with all the session materials in digital format, with steps, instructions and examples they can take and use to replicate and re-create the activities demonstrated in the session.

Presentation outline and structure:

I. Brief getting started activity: Speed Geeking (10 minutes)

This is a Peer-to-Peer interactive activity. The activity works similarly to “Speed Dating”. Participants will be asked to find a partner, introduce themselves and share what digital tools they are using in their classes. After the allotted time (could be a minute or two), they will move around and look for another partner and share the same information. After 5 minutes participants will stop. One or two teachers will be invited to share what they learned. This exercise a good ice breaker, a good way to kick start the session, with participants getting to know each other and learning from one another, which helps them become good Collaborators.

II. Introducing SAMR (35 minutes)
 
a. Brief introduction of the SAMR Model (Using infographic)

SAMR is a model for technology integration in education popularized by Dr. Reuben Puentedura, who is the founder and president of Hippasus, an educational consulting firm, and a member of the Maine Learning Technology Initiative support team. The model helps teachers determine whether the technology they are using in their classroom is enhancing or transforming teaching and learning activities. The model also shows how technology allows for the creation of new tasks that previously was inconceivable due to the absence of available technology. Ultimately, the model shows that in this day and age, teachers must focus on the transformation of learning, to prepare the students for the future.

SAMR model structure https://upload.wikimedia.org/wikipedia/commons/thumb/5/5e/The_SAMR_Model.jpg/975px-The_SAMR_Model.jpg

b. Show example of activities that demonstrate how students’ output can go from
enhancement to transformation.

Sample Activity to be demonstrated: Film viewing and reflection paper

A teacher asks the students to watch a film related to their lesson
After watching, the teacher asks the students to write a reflection paper about what they have watched. Traditionally, students would use paper and pen to accomplish the activity and write an essay.

Using SAMR, this activity could be transformed:

Substitution - From a handwritten reflection paper to a typewritten and printed reflection paper. Technology acts as a substitute to paper and pencil.

Augmentation - From a printed reflection paper to an online submission of the assignment.

Modification - From an online submission of the assignment to creating a blog as the reflection paper, using a blog site or an app. This then can be shared via social media and the number of views can be counted; this teaches students how to measure analytics.

Redefinition - From blogging, to digital storytelling of their reflection, or podcasting or vlogging (video blog). Output can also be published and shared online.

This activity helps students develop their skills in writing, communication and creativity, which addresses the ISTE standards for students: Empowered Learner, Knowledge Constructor and Effective Communicator.

c. To engage the audience, participants will be given time to reflect on the current activities they do in the classroom and allow them time to do a “SAMR” activity.

Activity:

The participants will be asked to create a table with a column for their class activities and other columns for SAMR activities (please see sample below). They will be asked to fill it out with the activities they do in the classroom and show how they can transform them from Substitution to Redefinition.

Example of activity can be found here https://docs.google.com/document/d/1E-s6CY7WtUcxka5ybLm4YXgzbZo929--oken5f64E2g/edit?usp=sharing

These activities will help teachers become more creative and transform learning activities in the classroom. The teachers become Facilitators in the class, helping students to take ownership of their work.

This also addresses the ISTE standard for Educators as Designers using technology to create authentic and personalized learning activities, helping students develop their work-ready skills such as Communication, Creativity, Writing, Collaboration and Critical thinking skills.

III. Presenting Sway (60 minutes)

a. Discuss key features of Sway and demonstrate how it works and how interactive
lessons can be created.

The following features will be demonstrated:

Demonstrate how to use the Create Sway button from a Blank document
Demonstrate the use of Sway storyline panel feature to create headings and titles for lessons or activities
Demonstrate the use of storyline panel to add text, photos, videos, links and other media
Demonstrate the use of co-authoring tool, which will allow students and teachers to collaborate
Demonstrate the use of design, animation and remix features to change the layout, fonts and design to make the content more beautiful and interactive
Demonstrate the use of “Share” function to allow sharing of Sway in Social media, adding links and embedding Sway to other platforms or within another Sway
Demonstrate the use of Template in Sway

To engage the audience, while demonstration is being done the participants can use their own devices. However this is not a requirement, as the principles and functionalities being taught are easy to follow and reproduce later. Digital resources for the presentation with all the steps will be available for all participants after the session.

b. Demonstrate how Sway can help teachers create activities that activate students to produce creative outputs, innovate, collaborate and communicate, using the features mentioned above:

Sample activity to be demonstrated: Film viewing reflection and critiquing

A teacher asks students to watch a film related to their lesson
After watching, the teacher asks students to critique and analyze the movie or do a reflection on the film they have watched using Sway as a tool.

This can be in a Newsletter style, Presentation style, Blog, Student report or Digital storytelling style, which are all available in Sway via the Template feature. Students can also choose to create Sway in a Blank format.

Students can add photos, videos, links to this activity using Sway
After checking the students’ work, making sure that the facts are correct and the requirements of the assignment have been accomplished, teachers can then ask students to share their work via Social Media.

With this activity students becomes Creative Communicators, Innovative Designers and Knowledge Constructors with their work being shared in different media channels. This also teaches them Digital Citizenship since their work will be shared online and students must ensure the integrity authenticity of their work.

On the other hand, teachers become Facilitators by creating learning opportunities that challenges the students to become critical thinkers and communicate their ideas through the activities given.

c. Demonstrate how social learning and global collaboration can be done using the co-authoring feature of Sway.

Sample Activity to be demonstrated: Creating a World Catalog via Sway

Description: The students will be asked to create a Sway that describes the country they live in.

The teacher can connect to other teachers from another country (could be via Skype, Microsoft Educator Community or any other way) to schedule an introduction of their students.

Each group of students will work on Sway where they will talk about the country they live in. This can include write-ups, photos, videos, etc. about their country. The teacher can provide a guide on what facts and stories to include.

The moderator teacher can then create a Sway activating the co-authoring tool, where all of the other Sways created by the each group of students can be embedded until it looks like a Catalog of different countries. The students will have to do the embedding themselves.

The main Sway and individual Sways can then be shared via social media to serve as a resource to other students and teachers or to anyone else interested.

This activity teaches students how be Global Collaborators, Creative Communicators and Knowledge Constructors. It also teaches Digital Citizenship. This will help the students to be able to adapt to a diverse workplace in the future by learning and understanding the cultures of different countries.

The teachers also become Collaborators using the co-authoring tool to connect classrooms, students and other teachers across the globe, Leaders by initiating the project, Designers by creating authentic learning activities using Sway and Facilitators by fostering a culture that allows the students to take ownership of their work.

d. To further engage the audience, participants will be asked to create their own Sway content and activity using the examples they have listed in the SAMR activity. This is an optional activity; participants can join in only if they want to use their devices.

IV. Wrap up and Call to Action (15 minutes)

The presenter summarizes the presentation
Allows for a Q and A session
All the materials in this presentation, including the steps in the sample activities will be shared digitally to the participants
The presenter will challenge the participants to do the activity in their own classroom after the conference

Supporting research

https://www.youtube.com/watch?v=ZQTx2UQQvbU (Dr. Rueben Puentedura)
http://hippasus.com/rrpweblog/archives/2015/10/SAMR_ABriefIntro.pdf
http://hippasus.com/blog/archives/227
https://news.microsoft.com/en-ph/2018/08/17/transforming-the-educational-landscape-in-the-ph-with-tech/
https://www.microsoft.com/empowering-countries/en-us/skills/
http://www.iftf.org/futureworkskills/
https://sway.office.com/
https://www.youtube.com/watch?v=Jw-g6IuBVJE
https://www.weforum.org/focus/skills-for-your-future
https://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/
http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf

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Presenters

Jen Padernal, CYPHER LEARNING

Jenielyn is the Director of E-learning Integration for CYPHER LEARNING and a passionate educator with more than 20 years of experience in the field. Jenielyn was a teacher for several years at De La Salle University-Dasmariñas in Cavite, Philippines and the Virtual Learning Environment Coordinator. Jenielyn is also a Microsoft Innovative Educator Expert, Microsoft Master Trainer and Microsoft Innovative Educator. Her involvement in the Microsoft community and her passion for education and technology led her to become a “teaching with technology” trainer, helping teachers from private and public schools around the world to integrate technology in their classrooms.

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