About Mr. Auger

Experiences

With over 3 years of teaching experience, I have focused on middle and high school mathematics for diverse student populations. My background includes moving beyond traditional instruction to design and implement **project-based learning (PBL)** units. In my educational endeavor, I have focused on applying frameworks like **SAMR (Substitution, Augmentation, Modification, Redefinition)** and **TPACK (Technological Pedagogical Content Knowledge)** to ensure technology serves to transform learning tasks, not merely substitute traditional tools. For example, I developed a lesson where students used collaborative graphing software not just to plot points (Substitution), but to model real-world data, create predictive models, and share their findings in an interactive presentation (Redefinition).

Goals

My primary goal is to cultivate student agency by creating a connectivist learning environment. I aim to empower students to build their own **Personal Learning Networks (PLNs)**, using digital tools to connect with information, experts, and peers beyond the classroom walls. I want every student to develop the critical thinking and self-advocacy skills needed to master mathematical concepts and apply them to solve authentic, real-world problems.

My Philosophy of Technology Integration

I believe that technology, when integrated thoughtfully, is a powerful catalyst for creating inclusive and student-centered learning environments. My educational purpose is to design learning experiences where mistakes are viewed as vital opportunities for growth. My approach is grounded in the **Universal Design for Learning (UDL)** framework, which means I design lessons with flexible options to ensure all students can engage with, understand, and show what they know (CAST, 2018). By leveraging technology to provide these options—such as interactive simulations for abstract concepts, text-to-speech tools for reading support, or video projects for demonstrating understanding—I strive to make learning accessible and to honor the variability of every learner in my classroom.

A glimpse into my teaching philosophy in action.

How I Choose a Tech Tool: The Triple E Framework

Before using a tool, I first evaluate it using the Triple E Framework. This helps me focus on learning first, technology second. I ask myself: Does this tool Engage students in the learning process? Does it Enhance learning by adding features that traditional tools can't? And does it Extend the learning experience, connecting it to students' everyday lives (Kolb, 2017)? If a tool doesn't meet these criteria, it probably won't make it into my classroom.

Balancing Technology, Pedagogy, and Content: The TPACK Framework

Next, I consider how the tool fits with my teaching methods and the subject matter using the TPACK model. This framework ensures there is a healthy balance between the Technology, my Pedagogy (how I teach), and the Content Knowledge (what I teach). Simply using a flashy tool isn't enough; it must work in harmony with my teaching style and be appropriate for the specific math concept we're exploring (Mishra & Koehler, 2006).

My Goal: Transforming Learning with the SAMR Model

Finally, my ultimate goal is to use technology for more than just simple substitution. I use the SAMR model as a guide to push for true transformation in my classroom. This model has four levels:

• Substitution: Tech acts as a direct substitute, with no functional change (e.g., typing a worksheet instead of writing it).
• Augmentation: Tech still substitutes, but with functional improvements (e.g., using a spell checker).
• Modification: Tech allows for significant task redesign (e.g., creating a collaborative online diagram).
• Redefinition: Tech allows for the creation of new tasks, previously inconceivable (e.g., producing a video to explain a math concept and sharing it with a global audience).

By aiming for the "M" and "R" levels, I want students to use technology not just to consume information, but to create, design, and solve problems in ways that would be impossible without it (Puentedura, 2014).