Planning for Digital Competence

The SAMR model is a framework for selecting, using, and evaluating technology in education. It stands for Substitution, Augmentation, Modification, and Redefinition. These are four levels of technology integration that range from simple to complex and from enhancing to transforming learning.

Substitution is when technology is used as a direct replacement for a traditional tool or activity, without any change in the learning process or outcome. For example, students type their work instead of handwriting it, or use an online quiz instead of a paper one.

Augmentation is when technology adds some value or functionality to the learning process or outcome, but does not change it significantly. For example, students use PowerPoint or Prezi to create more engaging presentations, or use the internet to research a topic independently.

Modification is when technology allows for significant changes in the learning process or outcome, by enabling more interactive and dynamic tasks that go beyond the limitations of a traditional classroom. For example, students use a video editor to create a documentary, or use a collaborative platform to work on a project with peers from different locations.

Redefinition is when technology allows for the creation of new and innovative learning experiences that were not possible before. For example, students use a virtual reality headset to explore a historical site, or use a coding program to design a game or an app.

The SAMR model can help teachers and students to think critically about the role of technology in supporting learning, and to choose the most appropriate and effective strategies for different goals and contexts.

Backward design, also known as Understanding by Design (UbD), is an instructional planning framework developed by Grant Wiggins and Jay McTighe.

1. Starting with the End in Mind:

   - Backward design encourages educators to begin with the desired learning outcomes rather than focusing solely on content or activities.

   - Imagine you're planning a trip: You first decide on your destination, and then you plan the route to get there. Similarly, in education, we start by understanding the end goals—what we want students to learn and understand.

2. Three Stages of Backward Design:

   Stage 1: Identify Desired Results:

     - Define clear learning objectives (often aligned with standards or essential skills).

     - Consider what students should know, understand, and be able to do by the end of the unit or course.

     - These outcomes serve as the foundation for designing instruction.

   Stage 2: Determine Acceptable Evidence:

     - Decide how you'll assess whether students have achieved the desired results.

     - Create assessment tasks or opportunities that align with the learning objectives.

     - Assessment evidence should directly reflect the desired outcomes.

   Stage 3: Plan Learning Experiences and Instruction:

     - Design instructional activities that lead students toward the desired results.

     - Select appropriate resources, materials, and teaching strategies.

     - Ensure that the learning experiences align with the assessment tasks and learning objectives.

3. Why Is It Called "Backward"?:

   - Traditional curriculum planning often starts with textbooks, lessons, and activities. In contrast, backward design flips this process.

   - Instead of beginning with content, teachers start by identifying the end goals (desired understandings and skills).

   - By working backward from these goals, educators create purposeful learning experiences and assessments.