Orange, California, United States., November 8, 2019 — “What does all that mean?” For background, the SAMR model is an educational taxonomy that prescribes a method for incrementally evolving curriculum through technology enablement. Popularized by Dr. Ruben Puentadura, the model stands for Substitution, Augmentation, Modification and Redefinition as increasingly higher levels of technology integration into curriculum.
In his latest book, “From Dysfunction to Innovation in Technology” Vidal prescribes a formula schools and districts can follow to skip over the lower levels of the SAMR model and begin large-scale development of technology-enabled curriculum at the top level of the SAMR model (Redefinition) – a methodology Vidal has labeled Tier 4 Curriculum – or T4c.
By disrupting the sequential ascent up the model defined by SAMR, Dysfunction first defines the requisite infrastructure, resources and processes a school or district needs to be able to develop T4c on a district-wide scale. The book begins by detailing and defining strategies for technology innovation from both the Instructional and Technology sides of the educational organization.
Vidal states, “a school cannot implement technology-enabled curriculum without first having necessary infrastructure in place, but also the systems and organizational processes to manage and sustain the infrastructure lifecycle.
Once a school has the infrastructure and organizational structure necessary, only then can a school district begin mass production and rapid deployment of T4c.
Teachers must know what technology will be available in their classrooms, and what devices the students will have access to when lesson planning, and how best to deliver the lesson.
The curriculum development methodology described in Dysfunction provides a framework for integrating technology into the lesson to encompass cognitive factors, context, critical thinking skills and collaboration. A framework called the 6-C development process.
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