1:1-Technology Integration
The Fluff Vs. The Stuff
So you have technology to use with students...now what? Sometimes just having access to technology is not enough. Finding a 'cool' or 'fun' site will not move kids. This is the FLUFF. Technology, when used properly, will create a new and fundamentally appropriate pathway for growth. You probably guessed that this is the STUFF!
Educators need learn how technology integration can be used as a tool to create something not possible without it. I enjoy the SAMR model as it provides a structure and a way to think about technology beyond the 'novelty' aspect of tech. Tech is a tool and teaching is an art.
"Get out of that substitution frame of mind"
T is for Tech (Tuesdays and Thursdays Quick Help Sessions)
Upcoming Topics:
Tuesday September 24th 2019-Google Classroom (2:45pm-3:30pm)
Thursday September 26th 2019-Google Sites (2:45pm-3:30pm)
Tuesday October 1st 2019-Google HYPERDocs (2:45pm-3:30pm)
Thursday October 3rd 2019- How to digital capture text and manipulate it + Rewordify (2:45pm-3:30pm)
What is the SAMR Model?
Like a digital Bloom's Taxonomy, SAMR helps educators see a progression of integration in order to achieve something truly new that ONLY technology can create. The closer you get to 'R' the more students will be able to better reach content and application or simulation of content.
Never 'Tech' just to 'Tech'
Some educators feel as if they need to use technology for EVERY activity. Technology can open doors that are impossible with just simple ink and paper. However, sometimes a nice note card or piece of construction paper is the right tool for the right job. Mr. Miyagi would probably say, "Never use tech to just use tech".
This video is 4 minutes long. See notes to the right.
What are the key points of this video?
SAMR is a model to help integrate technology. The model helps educators climb the ladder from 'enhancing' learning with technology to 'transforming' learning with technology. There is a real danger in getting stuck in the 'Substitution' phase of the SAMR model, which Using technology should present a functional change NOT possible with technology. Here are some key questions:
Q: What will I gain by replacing the older technology with the newer technology?
Q: Have I added an improvement that could not be accomplished with the older tech
Q: How is the task made uniquely made possible by the new technology?
Example of SAMR
S-Substitution-At this stage, technology is directly substituted for a more traditional one. It is a simple, bare-bones, direct replacement.
A-Augmentation-The technology is again directly substituted for a traditional one, but with significant enhancements to the student experience.
M-Modification-In this stage, you are beginning to move from enhancement to transformation on the model. Instead of replacement or enhancement, this is an actual change to the design of the lesson and its learning outcome. The key question here—does the technology significantly alter the task?
R-Redefinition-The last stage of the SAMR model is Redefinition and represents the pinnacle of how technology can transform a student’s experience. In this case, you ask yourself if the technology tools allow educators to redefine a traditional task in a way that would not be possible without the tech, creating a novel experience.
Dr. Puentedura created SAMR
Examples for the SAMR model Being Applied to a task
Original Assignment: Take a quiz, answers handwritten in a printed form.
- Substitution: Distribute the quiz in a Word Processor file format and have student fill in answers on a computer.
- Augmentation: Use a Google Form to deliver and complete the quiz. “There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material. This level starts to move along the teacher / student centric continuum. The impact of immediate feedback is that students may begin to become more engaged in learning.“
- Modification: As an alternative form of assessment, students could be asked to write an essay around a relevant theme. The written essay could then be narrated and captured as vocal recording.
- Redefinition: “A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.”
