6.6. Software and Function RFP Requirement Apple Response 6.6.1. Applications The introduction of a truly mobile device into the MLTI ecosystem through iPad ignites real The MLTI has adopted and promoted opportunities for transformation and progress two models to guide teacher practice into SAMR (Substitution, Augmentation, and the integration of technology into Modification, Redefinition) and TPCK instruction and learning. These models (Technological Pedagogical Content are Technological, Pedagogical, Knowledge). The mobility of iPad frees the Content Knowledge (TPCK) by Drs. learner and teacher from their chair, bench or Punya Mischra and Matthew Koehler other workspace and allows them to more () and Substitution, Augmentation, fully engage in their learning. Modification, Redefinition (SAMR) by Dr. Ruben Puentedura ( and ). Bidders iPad allows students to finally cut all of their must describe the tools and cords and move into a truly dynamic, engaged functionalities included in the solution and adaptive learning environment. A fully and their anticipated use in light of functional, completely mobile, solid-state these models. device that does not need to be tethered to power cords or the Internet opens up new The solution must, at a minimum, opportunities to leverage richer and more provide the students and teachers engaged student learning opportunities with software to facilitate the through redefining the learning ecosystem. following functions to support educational needs: Both the SAMR and TPCK models are well known to Apple. They have been integrated into Apple’s work in Maine as well as across the country and around the world. Apple solutions integrate fully with both models, allowing teachers and students to make powerful use of our solutions across multiple levels of the models. The symbiotic nature of student iOS devices and teacher MacBook Airs facilitates dynamic adoption of both SAMR and TPCK. SAMR – Technology… Substitution – …acts as a direct tool
6.6. Software and Function RFP Requirement Apple Response 6.6.1. Applications The MLTI has adopted and promoted two models to guide teacher practice and the integration of technology into instruction and learning. These models are Technological, Pedagogical, Content Knowledge (TPCK) by Drs. Punya Mischra and Matthew Koehler () and Substitution, Augmentation, Modification, Redefinition (SAMR) by Dr. Ruben Puentedura ( and ). Bidders must describe the tools and functionalities included in the solution and their anticipated use in light of these models. The solution must, at a minimum, provide the students and teachers with software to facilitate the following functions to support educational needs: The introduction of a truly mobile device into the MLTI ecosystem through iPad ignites real opportunities for transformation and progress into SAMR (Substitution, Augmentation, Modification, Redefinition) and TPCK (Technological Pedagogical Content Knowledge). The mobility of iPad frees the learner and teacher from their chair, bench or other workspace and allows them to more fully engage in their learning. iPad allows students to finally cut all of their cords and move into a truly dynamic, engaged and adaptive learning environment. A fully functional, completely mobile, solid-state device that does not need to be tethered to power cords or the Internet opens up new opportunities to leverage richer and more engaged student learning opportunities through redefining the learning ecosystem. Both the SAMR and TPCK models are well known to Apple. They have been integrated into Apple’s work in Maine as well as across the country and around the world. Apple solutions integrate fully with both models, allowing teachers and students to make powerful use of our solutions across multiple levels of the models. The symbiotic nature of student iOS devices and teacher MacBook Airs facilitates dynamic adoption of both SAMR and TPCK. SAMR – Technology… Substitution – …acts as a direct tool
1420832123_MLTI%20RFP%20201210412-Apple%20Inc.docx