World Wide Web 2.0

  According to the online English Oxford Living Dictionary (2017), Web 2.0 is “The second stage of development of the Internet, characterized especially by the change from static web pages to dynamic or user-generated content and the growth of social media.”

  The major difference between this Web and the previous version (Web 1.0) is that the latter was only to resort for information or specific content. Nowadays, that static use becomes more dynamic and interactive since “websites enable community-based input, interaction, content-sharing and collaboration.” (Rouse, M.; 2015). 

  The Web 2.0 can be really useful in teaching and learning processes in order to make them more appealing and engaging. Teachers can profit from many sites and applications, such as Facebook, Twitter, etc. that allow the learners and the teacher to be in contact outside the classroom. These, and many other “social networking sites”, enable people to communicate and exchange information quickly. Another fashionable application is Instagram and falls into the category of “social curation”. This means that through this app people can share content around a certain topic. Finally, a really useful and convenient “web app” is Google Doc. It allows teachers and learners to write and provide feedback simultaneously, create a collaborative task for the whole classroom and more.

  In order to conclude this post, it is important to highlight that the correct and appropriate use of the Web 2.0 can make the teaching and learning process much more motivating, engaging and meaningful. Most of our students are in constant interaction with technology and teachers need to find out new ways to introduce it in the everyday lesson. Teachers do not need to be afraid of the use of technology and the web inside the classroom.

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References:

• Rouse, M. (2015) Web 2.0 Retrieved from http://whatis.techtarget.com/definition/Web-20-or-Web-2
• English Oxford Living Dictionary (2017) Definition of Web 2.0 in English Retrieved from https://en.oxforddictionaries.com/definition/web_2.0

SAMR: Substitution Augmentation Modification Redefinition model

     Since including technology in the classroom adds new challenges, Dr. Ruben Puentedura created the SAMR Model in order to help and guide teachers to evaluate the progressive use of technology in the learning and teaching processes.

   

Puentedura, R. (n.d.) “SAMR: Beyond the Basics”

   The dotted line in the picture shows the moment when you move from using technology to enhance learning in order to transform the learning process. This process of moving from enhancing to tranforming the learning allows the teacher to reflect upon his o her own abilities and skills as regards the different uses of technology within and outside the classroom. 

 One can enhance learning through SUBSTITUTION that is, for example, asking students to use a word processor such as Microsoft Word to write an essay instead of handwriting it. Furthermore, AUGMENTATION allows technology to act as a substitution but with some functional progress; that is, for example, students can make use of the Word spelling and grammar checker.

  In order to cross the dotted line, the next step is MODIFICATION, that is, for example, using Google Doc so as to share their essays with other classmates and receive comments from them. Now, the essay is an article created to share with a real audience beyond the classroom. The highest level of this model is REDEFINITION and it means that students can do a task that was unimaginable before. That is, for example, that students film a video in which they are explaining the content of the essay and share it in YouTube where people from all over the world can see it and comment about it. Reaching this last level in the SAMR Model means the implementation of 21^st Century Skills, such us media creation, collaboration, critical thinking, communication, etc. (Common Sense Education; 2016).

 As a conclusion, we very much agree with what Michael Gorman (2014 p. 4) states: “All educators must realize that a final goal of any classroom is redefinition. At the same time, there will be times when even the most proficient educators with technology conduct a task at the substitution level. It really comes down to the tool fitting the task and learning target. An understanding of the SAMR Model allows educators to reflect on their own progress while investigating ways to use educational technology in a useful and productive way. The SAMR Model allows all educators to view the steps they are taking down the road of technology enhancement toward true transformation.”.

Here you will find a short and explanatory video about the SAMR Model:

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References:

Puentedura, R. (n.d.) “SAMR: Beyond the Basics” Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/04/26/SAMRBeyondTheBasics.pdf

Gorman, M. (n.d.) “The SAMR Model of Technology Integration Article” Retrieved from https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf

Schrock, K. (2017) “Resources to support the SAMR Model” Retrieved from http://www.schrockguide.net/samr.html

Candece, M. (2013, May 30) “SAMR in 120 Seconds” Retrieved from https://www.youtube.com/watch?v=us0w823KY0g

Common Sense Education (2016, July 12) “What is the SAMR Model?” Retrieved from https://www.youtube.com/watch?v=9b5yvgKQdqE&feature=youtu.be

Spencer, J. (2015, November 3) “What is the SAMR Model and what does it look like in schools?” Retrieved from https://www.youtube.com/watch?v=SC5ARwUkVQg&feature=youtu.be