Educational Origami

Technology Use Audit Tool -

http://edorigami.wikispaces.com/Tech_audit_tool
The technology audit tool is a quick snap shot of how technology is being used in the classroom. It is based on the work of Bernajean Porter.  There are three levels to consider: Literacy, Augmentative and Transformative.  Each level has a place in the learning process. You have to learn about the technology to be able to integrate it, and then apply your understanding and eventually transform the learning in the classroom.

The material below is the updated material from the Edorigami wiki
Level 1: Literacy use – This is often “Teaching about technology”. This level of use often manifests itself as learning how to use technology etc. This is critical as there must be an aspect of this before we progress to the higher levels.

eg. This could be teaching of word processing techniques, discussing use of colour in a presentation, writing formula in a spreadsheet etc

Level 2: Augmentative/Integrating use – This is often “Teaching with technology”. Does the use of technology reinforce, augment or substitute for a traditional teaching approach? The key question here is “Can we do this without technology?” If the answer is Yes, then this is augmentative or integrating.
eg. This could be using an email system to distribute class notes or materials, having students process mathematical formula or process on a smartboards, developing a presentation etc. Each of these can be achieved using traditional teaching approaches.

Level 3: Transformative use – This is “Teaching through technology”. Here the activity or learning you are doing can only be completed by using the technology. The learning is focused is on learning by and developing skills in collaboration & communication, self-directed learning, higher order thinking and use of electronic information. Technology here is not the goal, rather learning is. At this level the use of technology is seemless and this level of learning could not happen without the technology.
eg. Students collaboratively researching a presentation topic and assembling the research in Google documents and then each students prepares a section of the presentation synchronously using the presentation tool in the Google apps suite. A teacher who holds a regular evening homework tutorial between 7pm and 7.30pm for his students using a collaboration tool. etc.
The three levels of use represent a progression from learning how to use the technology, basic implementation to eventually using it to transform the classroom. An example that you could use would be the use of blogging in a classroom.

The process starts with Literacy use – the teacher and the class explore the blogging site, they learn about the user interface and what the various features of the site are. They probably post a number of test blogs posts where they use different formatting, add images, links and other enhancements.
Once the students have developed a basic understanding of the tool and its use, the teacher then integrate this into the classroom practice. The initial use of the individual student blogs is a process and reflective journal, where the student reflects on their learning and progress through a project or unit of learning. This is integrating or augmentative use as the student could do the same task using a paper based journal, writing daily entries.
Transformative use occurs when the teacher and the students peers use the comment feature to discuss and comment on the students post. They establish a learning conversation that could not have been done with out the use of technology.

Technology State technology & use in the classroom	Level 1 Literacy Use	Level 2 Augmentative / integrating Use	Level 3 Transformative Use
Blogging – using Edublogs. Students learning about the blog site	Explore basic features Understanding formatting include media Blooms: – Understanding and Applying
Blogging – using Edublogs. Student writing and maintaining a process and reflective journal		Student reflect on their learning. Posting regular updates on their learning. Students consider the learning outcomes and link lessons Blooms: – Analysis and Evaluation
Blogging – using Edublogs. The students peers and teacher use the discussion feature to comment and reflect			Students reflect and comment on their peers posts. The students moderate the posts, considering the worth of the comments and discussions and approve these accordingly. Student start a threaded discussion using the comment feature. Blooms: – Analysis and Evaluation

 

Reference

Grappling with Accountability 2002: Mapping Tools for Organizing and Assessing Technology for Student Results, Bernajean Porter