- using technology to complete the same task students would already complete
- often the digital version of a product is neater or more legible such as a typed document instead of a handwritten one
- Example: showing notes on an overhead or whiteboard instead of using the chalkboard
- using technology to slightly enhance the process/product
- often augmentation uses technology as a tool to complete the same task, but it provides some extra features that improve how students and/or teachers use the process or product
- Example: using ActivExpressions to complete a pop quiz, so the class can immediately review and explore any areas of confusion instead of giving a paper and pencil pop quiz that the teacher must stop to grade before making any instructional decisions
- using technology to significantly alter and enhance the process/product
- often modification allows for changing the process students use and/or the final product they submit because of the availability of the technology
- Example: creating a presentation that includes text, pictures, and video instead of simply writing an essay
- using technology to complete/create tasks that could not be done before
- requires more use of higher order thinking skills because it emphasizes synthesis
- this type of assignment would be impossible to assign and complete without technology
- Example: students Skype, or video conference, with the author of a text they have read to ask pertinent questions and obtain a deeper understanding of literary techniques rather than submitting hypothetical letters to the author, which will never receive replies.
For more information about substitution, augmentation, modification, and redefinition, checkout Kathy Schrock's Guide to Everything.
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