Page 178 - Resources and Support for the Online Educator

Chapter 6 • Small Changes and the SAMR Model

3. The teacher than grades the assignment or gives some level of
feedback to the student digitally.

4. The students can then make some adjustments with the teacher’s
feedback and share back the final revisions.
There isn’t much difference between these two scenarios, and for many
reasons, that’s why major LMS systems like Blackboard or Canvas have
been so successful in the K–20 educational space. Those systems in some
ways perpetuate the teacher-centric method of teaching with mobile devices
(discussed in Chapter 4) versus a student-driven one.

Before I go any further, let me clarify by saying there are in fact times when
this method of teaching and workflow is necessary. However, I do not think
that you should use only this method of instruction in your everyday teaching
practice, whether or not you have mobile devices.

Going Transformative

in the Classroom

The third enhancement example, with the student using Minecraft, brought
back memories of a similar experience I had in school, only with a different
outcome. When I was in sixth grade, I was asked to do the typical “creating a
step-by-step recipe” assignment. The assignment was to go home and create a
recipe card based on the preparation of some sort of food item. (Step 1, take
out the bread. Step 2, apply the peanut butter, etc.)

It just so happened that I had this amazing (and quite heavy) piece of tech-
nology known as a VHS camcorder. I loved making films and shows with this
device as a child, and I thought rather than just making a boring recipe card, I
would create my own cooking show!

With my dad as the cameraman and editor, I shot and reshot many different
versions of my recipe for what I called “Carl’s Famous Cookie.” It was

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