Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 74 views
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edtech SAMR technology technology integration
shared by Sharin Tebo on 25 Oct 15
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The SAMR Model (above) was developed by Dr. Ruben Puentedura. It enables educators to analyse how effective their use of technology is on teaching and learning.
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– Enhancement (Substitution and Augmentation) – technology is used just to enhance a task
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– Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
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Substitution – at this stage, technology is simply used as an alternative tool for completing the original task with no real change in the tasks function.
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Example: instead of writing by hand, learners use an app like Pages to type up a report.
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Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.
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Augmentation – here, technology is still used as a direct substitute like above, however it offers improvements in terms of the function of the task.
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Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.
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Modification – it is at this point where technology starts to enhance teaching and learning. It requires tasks to be redesigned, in order to make the most of the technology available.
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it still does not improve the students learning experience.
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Redefinition– this is the point at which technology really enhances the learning experience for students and has the greatest impact. Through the use of technology, educators are able to design tasks that were previously impossible.
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Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.
