A Chromebook is a lightweight laptop that is manufactured by several companies, such as Dell, HP, Acer, etc. Although it has many similarities to a regular laptop, there are some noted differences. It weighs quite a bit less than laptops, and does not have drives such as a DVD drive. It’s operating system is Chrome, not Windows like most PC laptops. It is ideal for the classroom when doing word processing, using educational apps, supporting teacher-to-student as well as peer interactions, working on digital projects, etc. Software is not "installed" as on a typical laptop. Instead, everything is web-based. For example, instead of installing Microsoft Office, you would work on a web-based word processing program such as Google Docs. Many school districts give each student and staff member a Google account so that all of their files are cloud-based and can easily be shared.
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| Compact yet lightweight, Chromebooks are perfect for use in the classroom, especially for 3rd grade and up. |
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| Example of the desktop of the Chrome OS |
The SAMR Model
The SAMR Model was developed by Dr. Ruben Puentedura to serve as a model to help educators incorporate technology into lessons. It has 4 “levels” of technology use in the classroom: Substitution, Augmentation, Modification, and Redefinition.
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This picture helped me to understand the different levels of SAMR.
It is important to note that all levels of SAMR (Substitution, Augmentation, Modification, and Redefinition) are not likely to to be taught in the same lesson. For explanation purposes, I am using a 3rd Grade science standard that is taught in South Carolina, as well as many other states....
desert habitats.
This my example of how deserts can be taught with Chromebooks using the SAMR model:
S-Substitution :
The Chromebook acts as a replacement of what a student would normally use, such as pencil and paper. It’s a simple change.
Example: Typing on a Google Doc instead of writing on paper.
Teacher might say:”Students, open a Google Doc. Type all of the characteristics of desert habitats that you already know. I’m going to give you 5 minutes to type all that you know about deserts. Ready? Go!”
A- Augmentation:
There’s still a substitution (in this case pencil and paper), but there's an improvement because technology is used.
Example: Students read a website on desert habitats and type what they learned from it
Teacher might say: “Students, I shared a link to a website on Google Classroom with you about desert habitats. Go to the website, read it, and type 3 new things you learned about deserts on a Google Doc.
M-Modification:
This is where portions of the assignment are redesigned with technology.
Example: Sharing a Google Doc with a partner and getting feedback from them.
Teacher might say: “Students, take the 3 things that you learned about deserts from the website. Share that Google Doc with your partner. Partners will comment on each other's Google Doc and give you feedback. Consider this: Did your partner leave out important facts from that website? If so, respectfully remind them of these important facts by commenting on it. Can you brag on them about things that they DID include? Remember...this is a silent activity. We will communicate and collaborate by just typing. After a few minutes, we can talk at the end of the lesson when we wrap up!”
R-Redefinition:
This is where the students use technology to create NEW things. Learning opportunities are achieved by full use of technology and would not be possible without it.
Example: Making a Google Slides Presentation and sharing it with a partner school to get feedback and personal insights.
Teacher might say: “If you’re a Partner #1, open up a new Google Slides presentation. Share it with Partner #2. Create a Google Slideshow on all that you have learned about deserts, including plants and animals that live there, their physical and behavioral adaptations that help them survive there, and the climate. This project will last a few days, but when you are finished with this, we will share our presentations with our 3rd grade partner class in Arizona. They will add to our presentations and give us their personal opinions about what it’s like to live near the desert. They are studying woodland forests and will share their forest slideshows with us. We will return the favor by adding to their forest presentations and giving our opinions about what it’s like to be in the forest. Some of you have gone camping or hiking in the forests/woods and definitely have some awesome comments and photos to share with them!”
Check out these blogs!
Here are some great blogs for classroom teachers and instructional technology teachers to use with students.
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