As I worked through the SAMR part of the assignment, I wanted
to make sure I was aware of how Technology was being utilized during the
instructional decision making process, technology usage, and the roles of both the
teacher and the student.
The use of written materials such as Primary Source Quotes,
Maps, and R.A.C.E. essay writing instruction demonstrated “Substitution”, since
these items were merely used via technology in the same manner they would have
been used without the addition of technology.
I wanted to use Technology in away as direct substitute with
functional improvement by allowing for student to utilize direct messenger in Zoom
to request Breakout Room Assistance if they were struggling to write their chosen
essays regarding Native American Boarding Schools videos, photographs, and
primary written sources.
The use of Technology to as a Modification is utilized
during the part of the lesson in which students can select Green Light=high
proficiency based on self-evaluation questions, Yellow Light=at level based up
self-evaluation questions and Red Light=low proficiency with extra practice and
modified essay questions that would allow for additional student support.
Finally, Virtual Classroom Zoom Setting allows for students to
attend the class and participate in the lesson live. It also allows for students
to work in small groups, collaborate, and discuss topics related to “Indian Assimilation
Practices” via Boarding Schools and also conduct Historical Analysis and write
Essays Reflections with 1-1 or Small Group Teacher Support during a Live Lesson.
Teacher and student roles evolve back and forth from “I do”,
“You do” & “We Do” a different parts of the lesson which is proceeded by a
Mini-Recording thus making is primarily “We do” aside from students who request
either 1-1 direct instruction or small group review of main objectives or essay
writing format instructions provided during mini-recording.
