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The strength of any tool is predicated on its use by a skillful educator. There are currently many exciting and revolutionary innovations and technology as a tool can be quite powerful if it encourages creative discovery or reinforces acquisition of knowledge. We crawl before we walk, just like we memorize sight words before we write prose. What follows (SAMR Model) are four ways that technology transcends analog tools in education, including those that demonstrate simple recall while providing valuable feedback to fuel learning to the true innovators in our classrooms: it is you, our teachers, the key to unlock the potential of our students. How you design the learning experience of the students: when you pose your questions, duration of wait time and how you have students demonstrate their learning make all the differences to the outcomes of their learning.
A single tool, even with the greatest AI, will never be a panacea for education. But technology does help teachers take learners to worlds beyond their imagination while making learning visible and actionable. Tools that help make learning visible allow teachers to scaffold instruction and meet the needs of all of their learners. When teachers are empowered with the resources to make learning meaningful, students win.
Reuben Puentedura's SAMR model suggests increasingly complex ways that technology impacts the classroom. From tools that substitute to those that redefine the nature of instruction, technology is seen as a tool that has the potential to impact the nature of teaching. For example, technology tools in the augment category provide teachers with improved ways of interacting with students. This is evident in the way that Google Forms transform exit tickets by quickly and efficiently identifying areas of confusion, highlighting opportunities to dive in to the next day’s lesson.
Bloom’s taxonomy is essential for teachers to identify student’s levels of thinking, whereas Puentedura’s taxonomy is essential for teachers to identify the tools that can be used to innovate on instruction. The two are not synonymous and point to two potential views of technology and education: one where the technology guides instruction, and the other where skillful teachers guide instruction supported by technological tools. In the SAMR model, technology in the hands of a knowledgeable educator can transcend traditional teaching and learning in four distinct but impactful ways.
SAMR Explained
Source: http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
Below is a great video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. Here is how the video below shared by
Candace M explains the SAMR's four levels:
From 22 June 2019
https://www.facebook.com/sengkwang.tan/videos/10156437044196538/
Leverage and embed the following app/tools to make learning more meaningful with the SLS Learning Portal.
Source: https://www.slideshare.net/brandonmorton/samr
Substitution
In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task (writing) is the same but the tools are different.
Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
Modification
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.
Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. "Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video above is an example of redefinition "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website".
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