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"Reconsider the Use of the SAMR Model December 4, 2017 - Leave a comment The four-stage Substitution, Augmentation, Modification, and Redefinition (SAMR) model introduced by Rueben Puentedura back in mid-2000 has not only grown in popularity there are people building upon this its unsubstantiated foundation. The SAMR model was initially intended to help K-12 teachers move the up the ladder of technology use by using tech for the creation of new tasks, tech for a significant redesign, tech as a direct substitute with functional improvement, and tech as a direct substitute, with no functional change. SAMR not only looks like an innocuous model of using technology it also seems to appeal to the way many people tend to approach the use of technology. If we look closely at the fundamental presupposition of its use then we will see that there are serious issues in how the model can enhance learning. The first time I was introduced to the SAMR model was over a decade ago and I recall thinking that this model has a fundamental flaw that many people will tend to overlook. While using technology to simply make an activity or task more efficient or to explore ways to enhance or even redefine that activity or task may seem innocuous or even worthwhile the problem that we run into with this sort of thinking is that we are ignoring the validity of the original task that SAMR is being applied to. For example if you use SAMR to move your paper-based fill in the black worksheet to a digital model (substitution) and then add some branching questions in a google form (augmentation) and then add enabled voice responses (modification) and finally allow your class to create a video to answer the questions (redefinition) the problem is you are still asking your students to regurgitate content regardless how sophisticated the regurgitation becomes. I have also noticed in my time working with hundreds of teachers and faculty that there is a tendency for most people to NOT move beyond t

A gallery of fictitious Facebook profiles for famous people alive and dead as well as for characters from novels. Russel Tarr is the creator of Fakebook . The Fakebook gallery features some of the many Fakebook profiles that students have created over the years.

Veengle could be a good way for students to create mini documentary film. My initial thought is that students in a history class to could create a "video timeline" of sorts by creating a compilation video that includes segments about important events within a particular era. For example, I might ask US History students to create a chronological compilation of videos about Civil War battles.This post originally appeared on Free Technology for Teachers.

"This Web site is dedicated to the idea that the very nature of information is changing, practically before our eyes. It is changing in what it looks like, where we find it, what we look at to view it, what we can do with it, and how we communicate it. Here you will find information and tools designed to help us redefine literacy for the 21st Century. "

"Click on each state in the map above or scroll down to find out the principal products in the U.S. "

reproducibles from the book. Many more resources listed and tutorials. Must see by educators who want to add more to their lessons than lectures/worksheets.