1. technology specialist (17 years experience)/technology coach ( 19 years experience)
2. small, rural district- one campus k-12
3. 1:1 ipad/laptops- 5 years
4. we have made mistakes and have learned and grown from those mistakes

Charlotte Danielson: "It's not what we use, but how we use it"

1. consistent language and expectations
2. sifting through overwhelming amount of technology
3. staff has a voice
4. sharper focus allows for improved conversations surrounding technology in the classroom

- routine and transparent
- multiple grade levels/various content areas

- grow using the tools --take to the next level
- fluent tool usage- not learning the tool, but using the tool

- we realized we had too much- not using everything, not being integrated
-finding a balance between integrating technology and not allowing technology to overrun our classrooms
-technology to benefit students or technology to use technology?
- navigating the vast amount of digital resources available is daunting

- classroom technology needs to be teacher/student driven

we knew we needed to have better conversations about digital tools
- research was needed-4 years and we still had no rhyme or reason to the tools being used
-unable to defend our choices
-not researched based

- small number/consistent tools
-technology our district is paying for not being used
-

- research
-talking to other districts
-proven success with tech integrators in our district
-focus on the 4c's

- this is where we started to look for a research based model
1. Why we chose SAMR
2. How we introduced SAMR
3. How we facilitated practice using the model
-after deciding upon a model, new procedure for choosing technology was rolled out the following year

- SAMR shows that there are different levels for learning

-worked with Blooms, teachers could find a starting point
-teachers needed a way to decide what was a quality application looks like
-we knew we needed to pair down apps and this was a starting point for understanding why this was necessary

-administrative support
-grade level teams during planning
-specials/special ed.
- two 30 minute sessions
-SAMR background videos pushed out prior to meeting (flipped classroom)
-

- modeled one foundational app taken through all levels of
SAMR
- staff participation during session--questions, notes
- resource provided to teachers demonstrating how all foundational apps could be taken through SAMR
-assignment

- assignment to take your own classroom activity through all levels of SAMR
-reconvene to discuss/reflect
-informed staff that they would be streamlining their grade level app choices to 5 beyond the foundational apps (for start up of school)
-introduction to a new procedure for app selection/requests for the new school year