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Using the SAMR model to increase higher level thinking skills and engagement.
Substitution occurs when we use technology for a direct substitute for another tool, providing no functional change to an assignment. A perfect example of substitution is having students use Google Docs rather than pencil/paper for a writing assignment.
Although, as you can see in the table below, using technology does provide many benefits, however, this kind of technology integration is at the lowest level of the SAMR model.
Pros:
- Faster for students who are comfortable typing
- Can use voice typing.
- More neat for students who have trouble with handwriting
- Can be formatted to look more professional, or to highlight certain points/ideas
- Can be changed/edited more easily
- Documents can be shared with other students or the teacher more conveniently
- Students are able to collaborate without being with each other
- Documents done in Google Docs are easily published
Cons:
- Can be significantly slower/more difficult if students do not have keyboard competencies
- Can be difficult for teachers to know if a student did his/her own work
Augmentation occurs when we use technology for a direct substitute for another tool, but it provides a functional improvement to an assignment. For example, having students share their Google Doc assignment with a peer so they can collaborate on it.
Modification occurs when we use technology in order to significantly redesign the task. For example, having students provide feedback on a peer's Google Doc assignment with the comment feature.
You could also have students paste their writing in the Hemingway Editor to receive instant feedback on readability and common errors to make their writing bold and clear.
Or try BoomWriter, to have students collaboratively write a story, and even publish it as a real paperback book. You write the first chapter of a book or section of a short story, and then have each of your students write the next chapter/section.
Redefinition occurs when we use technology to create new, previously inconceivable tasks. For example, having students submit their work to Peergrade, which automatically assigns work between a class of students, so they can give each other anonymous feedback, and you get the complete overview of the quality of assignments and what feedback was given.
You could also turn your students writings and pictures into a book with Book Creator.
Or, have students collaborate on a project by writing a story in Google Docs, illustrate using pictures that they draw or find, download the whole document as a PDF, and upload it into Flipsnack to create a virtual book.
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