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Dihanna Fedder


Pine City, Minnesota, USA

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My challenge is how to move teachers onto the SAMR continuum. Created by Ruben Puentedura, the SAMR model asks teachers if they are leveraging technology to plan and implement “highly effective learning that was previously inconceivable.” A recent district survey showed that 32% of our teachers are at the beginner or pre-SAMR level with technology integration with an additional 18% scoring at the substitution level. Technology often takes a back seat as teachers are overloaded with responsibilities for aligning curriculum to standards, test preparation, caring for the students’ social-emotional learning needs, and so much more. Technology can help with teachers’ duties and provide valuable feedback for differentiation, remediation, and enrichment. Simple substitution is not enough. John Dewey states, “If we teach today’s students as we taught yesterday’s we rob them of tomorrow.” How can I facilitate the thoughtful and purposeful integration of technology to make the previously inconceivable possible?

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