SAMR+Model

= Ruben R. Puentedura =

One of the goals of technology integration should be to; v move from using technology as an add-on or enhancement

and move to

v using it as an integral and transformative force.

Ideally, we would like to create new learning experiences that harness the power of transformative technology that allows students to do things that were previously impossible. The SAMR Model of Technology Integration  is a useful continuum that allows us to think about the purpose that technology plays in our units of study. - involves some functional improvement but is still a direct tool substitute - again the assignment is not changed **Augmentation**, but perhaps some of the built in tools such as the thesaurus, word count, spell check etc might be used.
 * Modification ** involves giving a different kind of assignment - for example using multimedia - adding sound, video etc. The question to be asked is does the media enhance the message?
 * Redefinition ** - doing something that was inconceivable without technology, giving students a stage for example posting on the web so that the audience is the world and there is a feedback loop. Examples could include collaborative writing - writing is for the real world - eg wikis.

SAMR model gives teachers a common language and draws out the specifics of what they do and why. Many teachers are still using technology as substitution and augmentation - we have to try to move to the stages that represent transformation. In transformation students need to be participating in their learning as we know that learning is socially constructed. Visualisation is important to make the abstract concrete. Students will become engaged and motivated through bringing the world into the classroom. Learning is a partnership - the teacher doesn't have all the knowledge - students are also empowered to find resources. As teachers started looking at how the technology could transform learning they knew they needed to come up with assignments that showed engagement, deeper analysis, more real life application, that students need to communicate, and that learning is interdisciplinary. For teachers to move to redefinition and modification they must have the right tools. iPads, laptops and easy access to Web 2.0 tools such as Voice Thread are great tools to allow for redefinition, For example: it could be more powerful than iMovie as it allows collaboration and that students around the world can work together to make a single VoiceThread in a way that would be difficult to make a single iMovie.

In the case of substitution, teachers themselves should be able to lead lessons that involve simple data handling - adding information into spreadsheets to produce graphs for example. They should also be able to support students using a simple graphics programme, have students take photographs and transfer them onto the computer, use a digital microscope to view images, access the internet for research and use word processing software. When moving to augmentation, teachers will need some extra professional learning and support so that they will have the confidence to lead lessons, where students can do the following to show their knowledge and understanding of the concepts and content they are covering in class: record audio using a variety of devices and then save a sound file; use formulas on spreadsheets to perform calculations and to sort and organise data; edit images they have captured from various digital sources; follow a storyboard when filming and to use keywords and other search methods to find information and assess its validity. It is vital that teachers can support the students to include bibliographical information on their creations for the sources they have used and also assist the students to use the spelling check and thesaurus if they are word processing, create slideshows and manipulate images with the new technologies. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">When directing/guiding students to use technology to redesign tasks, teachers will need to adopt a collaborative approach, being guided on their journey by more experienced users of technologies. For example, students should be able to use layers of sound and loops to create an audio presentation or music and create graphics with multiple layers. If students decide to make a movie, they should know how to do multiple takes and use different camera angles and then edit them into a movie or perhaps to record time-lapse or video with the digital microscopes. Similarly, they should be able to create animations and to be confident in using the software on the interactive white boards.A school’s ultimate goal, of course is redefinition. The sort of things students/teachers should aim for would include; being able to publish a movie or podcast to share with others and to be able to contribute to online collaborations such as wikis, threaded discussions, forums; posting their own blogs and commenting on the blogs of others and to use a variety of Web 2.0 tools to collaborate with and communicate with the world outside of school.In keeping with the trends indicated in the report and in order to concentrate our energies as teachers on the M and R levels of the SAMR model, it is important for teachers to develop their knowledge and skills when using many of the Web 2.0 tools and Google Apps and to find authentic reasons to integrate these into their everyday curriculum.

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