Video: SAMR Model
SAMR Model as described by Kathy Schrock's Blog Post
Thursday, November 21, 2013 SAMR Model Musings
I have been asked to elaborate on my understanding of the SAMR model, a model written about extensively by Dr. Ruben Puentedura. This model suggests a structure for the design of embedded technology use in the classroom to have a significant impact on student outcomes.
My feeling is this model supports teachers as they design, develop, and integrate digital learning experiences that utilize technology to transform learning experiences. Along the continuum, the student engagement becomes more of the focus and students are then able to advance their own learning in a transformational manner.
I have been asked to elaborate on my understanding of the SAMR model, a model written about extensively by Dr. Ruben Puentedura. This model suggests a structure for the design of embedded technology use in the classroom to have a significant impact on student outcomes.
My feeling is this model supports teachers as they design, develop, and integrate digital learning experiences that utilize technology to transform learning experiences. Along the continuum, the student engagement becomes more of the focus and students are then able to advance their own learning in a transformational manner.
I decided to take the typical classroom process of note taking to demonstrate my thoughts for how the SAMR model might look in a classroom.
SUBSTITUTION LEVEL
Note taking is traditionally done with paper and pen/pencil.
SUBSTITUTION LEVEL
Note taking is traditionally done with paper and pen/pencil.
At the substitution level, you first have to think about what will be gained by the use of technology for the task. You want to make sure you are not advocating technology use just for technology's sake.
In the case of note taking, however, the benefit of having notes in a digital format for ease of sharing and uploading, and providing access to them anywhere, any time, is a useful substitution activity.
At this level, the technology substitution, with no real change in student engagement, would be the use of a stand-alone or cloud-based word processing program.
In the case of note taking, however, the benefit of having notes in a digital format for ease of sharing and uploading, and providing access to them anywhere, any time, is a useful substitution activity.
At this level, the technology substitution, with no real change in student engagement, would be the use of a stand-alone or cloud-based word processing program.
AUGMENTATION LEVEL
At the augmentation level, there again is a direct tool substitute, but there is some improvement in student outcomes. At this level, one of the benefits is teachers can receive almost immediate feedback on student level of understanding of material and students can also learn from others.
One way this can occur is by the use of a backchannel tool (such as Today's Meet or Padlet) for whole-class note taking. The augmentation level starts to move along the teacher/student-centric continuum. The impact of this immediate feedback and collaboration is that students should begin to become more engaged in the learning process.
At the augmentation level, there again is a direct tool substitute, but there is some improvement in student outcomes. At this level, one of the benefits is teachers can receive almost immediate feedback on student level of understanding of material and students can also learn from others.
One way this can occur is by the use of a backchannel tool (such as Today's Meet or Padlet) for whole-class note taking. The augmentation level starts to move along the teacher/student-centric continuum. The impact of this immediate feedback and collaboration is that students should begin to become more engaged in the learning process.
MODIFICATION LEVEL
Modification allows for a change in the task redesign. Students can be asked to take notes using a screencasting tool and then later go back and add the audio component and post these online for their peers and anyone else who wants to see them. Because they are working for an public audience with this task, each student has a personal stake in their note taking.
Modification allows for a change in the task redesign. Students can be asked to take notes using a screencasting tool and then later go back and add the audio component and post these online for their peers and anyone else who wants to see them. Because they are working for an public audience with this task, each student has a personal stake in their note taking.
Another modification option for note taking using technology would have students creating mind maps or concept maps as they take notes. Again, these can be easily shared. A collaborative version of this mapping could be implemented as groups of students take notes on certain aspects of the lecture, presentation, reading, etc. and then pull all the maps together to complete the picture.
REDEFINITION
With redefinition, the emphasis is on student-centered learning. The student learns new skills and concepts as they complete the task. Sketchnoting, or visual note taking, is a way for students to practice listening as well as planning an organizational strategy for taking notes. There are drawing and note-taking apps for all platforms available for sketchnoting. (A lot more about sketchnoting can be found here.) A redefined task would be for students to sketchnote, share online, and provide answers to questions about the content included in the public venue.
With redefinition, the emphasis is on student-centered learning. The student learns new skills and concepts as they complete the task. Sketchnoting, or visual note taking, is a way for students to practice listening as well as planning an organizational strategy for taking notes. There are drawing and note-taking apps for all platforms available for sketchnoting. (A lot more about sketchnoting can be found here.) A redefined task would be for students to sketchnote, share online, and provide answers to questions about the content included in the public venue.
MAPPING BLOOM'S AND SAMR
Below is a visual of my initial thoughts on the relationship between Bloom’s and the SAMR model. I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). It's as simple as that.
Below is a visual of my initial thoughts on the relationship between Bloom’s and the SAMR model. I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). It's as simple as that.
Educators will argue that they have seen redefinition tasks that only target the remembering level or have a creative assessment that is only at the augmentation level. Of course that is true, but I believe we should be planning for technology tasks, activities, and assessments that include both the higher levels of Bloom's Revised Taxonomy and the transformation area of SAMR model.
SAMR resources- Many resources for the classroom collected by Kathy Schrock
SAMR resources- Many resources for the classroom collected by Kathy Schrock
SAMR Model Coffee Analogy- Kathy Schrock's blog
Applicable apps for each stage of the SAMR Model
Video: SAMR Model explained in 120 seconds.
For suggestions on how to apply the SAMR model to classroom tasks like notetaking, research,
presentations, reading and assessment click here.
Assignment:
Choose an app, website, program, lesson plan, etc., that you are currently using that you think your course mates would benefit from knowing about. Prepare to share with your course mates. How you choose to share is completely up to you. You can do a demonstration or screenshots in a powerpoint or video showing the technology being used, etc. I believe in reality we are all teachers and we are all learners. In this rapidly evolving world of technology, we are dependent on each other. I don't have all the answers when it comes to integrating technology in education, no one does, but by working together and sharing our experiences we can begin to find ways to make the most out of the resources available to us as educators.
As you decide what technology to share, think about the SAMR model. Reflect on how you are currently using the technology and where, according to how its currently implemented, it would fall on the SAMR model. Is it a substitution for something you did prior to having access to the technology, or it is in the redefinition category in which this technology allows you and/or your students to do things that were impossible prior to technology? If it is an enhancement currently, is there something you can do to bump it up to a transformation tool? Please consider sharing your thoughts on these questions as you prepare your presentation.
Since the whole purpose of this activity is to learn from each other regarding valuable technology tools that we might all benefit from using in our classroom settings, we will be submitting using the discussion format in Canvas. This will allow you to view the wealth of information your course mates share. You may need to download submissions from the discussion in order to view them. Enjoy sharing your expertise with others.
To see examples of tools that have been shared in past courses refer to the following link:
https://uofmedu620.weebly.com/fall-2019-shared-technology-tool.html
This activity is worth 20 points.
Choose an app, website, program, lesson plan, etc., that you are currently using that you think your course mates would benefit from knowing about. Prepare to share with your course mates. How you choose to share is completely up to you. You can do a demonstration or screenshots in a powerpoint or video showing the technology being used, etc. I believe in reality we are all teachers and we are all learners. In this rapidly evolving world of technology, we are dependent on each other. I don't have all the answers when it comes to integrating technology in education, no one does, but by working together and sharing our experiences we can begin to find ways to make the most out of the resources available to us as educators.
As you decide what technology to share, think about the SAMR model. Reflect on how you are currently using the technology and where, according to how its currently implemented, it would fall on the SAMR model. Is it a substitution for something you did prior to having access to the technology, or it is in the redefinition category in which this technology allows you and/or your students to do things that were impossible prior to technology? If it is an enhancement currently, is there something you can do to bump it up to a transformation tool? Please consider sharing your thoughts on these questions as you prepare your presentation.
Since the whole purpose of this activity is to learn from each other regarding valuable technology tools that we might all benefit from using in our classroom settings, we will be submitting using the discussion format in Canvas. This will allow you to view the wealth of information your course mates share. You may need to download submissions from the discussion in order to view them. Enjoy sharing your expertise with others.
To see examples of tools that have been shared in past courses refer to the following link:
https://uofmedu620.weebly.com/fall-2019-shared-technology-tool.html
This activity is worth 20 points.
Video: Marc Prensky entitled "Futur-cation"
Marc Prensky is an American writer and speaker on learning and education. He is best known as the inventor and popularizer of the terms "digital native" and "digital immigrant".
Assignment: Marc Prensky articles/essays
Choose from the following articles and essays below:
After reading three articles, create a three page paper. This paper will have a half-page summary of each article followed by a half-page reaction to what you have read. Include the article title at the top of the page. If for some reason you need to stray from the 50/50 split and want to do more of a reaction please do that. If your page is more of a 40/60 or 30/70 mix that is fine. Try to get your point across in the one page for each article. I have included an image that may help with picturing this three page paper. Your paper should be concise, grammatically correct, double-spaced, and spelled correctly.
Please upload your paper using the assignment tab in the CANVAS course.
This assignment is worth 20 points.
Please upload your paper using the assignment tab in the CANVAS course.
This assignment is worth 20 points.
Be sure to complete your discussion question in CANVAS using Module 2: Discussion.
Continue working on the Weebly assignment as explained in Module 1. Make a website that you will use in some way in your professional environment. I want this to be a useful activity that will help you do what you currently do better.