Author: kaitlyn charles

INTRODUCTION

Today in class, we discussed the SAMR theory of technology, the Triple E framework, and spent time modifying and creating our own infographic on Canva. I created an infographic to show how using the Triple E framework can be used to better understand if using technology is an appropriate use for your specific learning. 

THE SAMR MODEL

The SAMR model for technology integration refers to Substitution, Augmentation, Modification, and Redefinition. Substitution refers to when technology acts as a direct tool substitute (ie, using a document camera to read a children’s book). Augmentation refers to where technology, as a direct tool, is used to ultimately improve functionality (ie, Google Translate for ELL learners). Modification refers to where technology allows for significant task redesign (ie, having Zoom guest lectures or guest speakers). Finally, Redefinition refers to when technology allows us to create new tasks that were previously not possible (ie, the printing press creation). This theory allows me to consider what technologies would be useful in my future classroom. Based on my practicum experience, my favourite use of technology in the classroom was Google Translate for my Korean ELL learner. My teacher would translate the assignment into Korean for him, he would speak in Korean what he wanted to say, and it would create the English translation for him to write down for his assignments. This required patience, but he always finished his assignments. 

TRIPLE E FRAMEWORK

The Triple E framework means that in order to understand if using technology is appropriate for a specific task or assignment, you need to consider the learner’s engagement in learning, the enhancement of learning goals for the learner, and the extension of the learning goals and if these skills can also be applied beyond school. By understanding and working your way through this model, you can understand if using the technology would instead be a distraction, if it requires additional instruction before technology is used, and if there is exceptional potential for these Triple E’s to be met. There are various modes of technology, and by critically analyzing our choice in technology use, we can ensure this framework is being followed.

CANVA AS A TOOL

I have previously used Canva to create my own resources for the classroom. Specifically, I have created templates that help students learn to bead. I have created a salmon, wolf, and eagle worksheet. These worksheets made it easier for students to prep their beading materials, allowed students to count their required number of beads, and when it came time to bead, students matched their correct colour with the corresponding dot. This worksheet helped students easily plan their design, understand the importance of beading and the purpose of intention with colour, and allowed students to easily follow along as I beaded! Overall, Canva enhanced my learners’ experience when it came to beading. To use Canva effectively, you need to choose the right template for your design, customize design elements that work best for your desired outcome, keep it simple overall, and use high-quality images that enhance learning!

Introduction

One example of digital accessibility that I love is closed captioning. Luckily, we live in a day and age where closed captioning is prominent on YouTube videos and some short video clips across various social media platforms. This is something that is so easy and should be enabled everywhere. I personally find that I can not focus on a video unless there is closed captioning, because to be able to understand and comprehend what people are saying, I need to read it at the same time. Accessibility accommodations I see that can be missed include larger texts/headings to separate headings and ideas, and colour. Prettier colours are more eye appealing, but a prettier colour does not mean accessible for everyone! Overall, accessibility refers to all learners having the same opportunity to interact with resources and materials, engage and interact with different activities, and create different forms of content, regardless of differing abilities regarding accessibility

Digital Accessibility Practices

One digital accessibility practice that surprised me was the resource shared in class today. I did not know Read&Write for Google Chrome was a resource available. This tool reads out loud highlighted text, which can be helpful for so many people! This surprised me because I did not realize such an awesome resource and tool existed. This is my first class, and I am excited to learn more because accessibility means all learners have an equal opportunity to learn, and these resources help close the gap that learners with different needs may experience. The BC ministry of education has guidelines for basic accessibility standards

Conclusion

I think digital accessibility practices aren’t as well-known or commonly used because we have become accustomed to what we know, and we are not aware of others’ needs. We need to go outside of what we know and understand and learn more about how to be accessible for all learners, even if it is harder for us at first to learn. The hard work we put in the beginning to better understand learners’ needs when it comes to digital accessibility means the effort will become easier over time, and the better learning experience our students and others will have with technology.