Page 177 - Resources and Support for the Online Educator

Small Changes and the SAMR Model • Chapter 6

technology to enhance both his understanding and that of the students (and
teacher) in his class begins to demonstrate how technology can be transforma-
tive when used in the right way.

Workflow Discussion

Before we dive into some transformative ideas, one of the major differences
between these two areas of learning with mobile devices tends to be the work-
flow. Teaching and learning in the enhancement realm very much mirrors
what teaching and learning looks like in a non–mobile device classroom. The
teacher is still the primary source of interaction with the students, and tasks to
be completed must flow back and forth with her or him. Here’s an example:

1. The teacher assigns a paper or worksheet to students and distributes
this to them by asking one student to take a paper and pass the rest
back.

2. Students complete the assignment using their pencils and then turn
the paper back to the teacher.

3. The teacher then grades the assignment or gives some level of
feedback for the student to continue working on it and hands it
back to the student.

This “typical” workflow scenario would also work well in a classroom that
enhances with technology, with a few minor tweaks and in some cases with
the addition of a content or learning management system (LMS). In this new
enhanced scenario, we see some subtle changes, but the teacher is still the
focal point:

1. The teacher assigns an electronic worksheet or project to the students
either via email or through some sort of learning management system
where assignments can be accessed by students.

2. Students complete the assignment or task and then submit their work
to the teacher to review via email, the LMS, or some sort of shared
folder system such as Google Drive.

Mobile Learning Mindset: The Teacher’s Guide to Implementation 69

Mobile Learning Mindset: The Teacher’s Guide to Implementation 177