Models and Frameworks of Digital Technologies
Week 5
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SAMR & Blooms Taxonomy
The SAMR Model
The SAMR model categorises technology integration into four stages: Substitution, Augmentation, Modification, and Redefinition (Hamilton et al, 2016). Currently, I believe my use of technology in the classroom aligns mostly with the Augmentation stage. For instance, I have used technology to support traditional tasks like research, replacing textbooks with digital resources. This use of technology enhances the students' experience by providing more engaging content, but it doesn’t completely transform learning (Hamilton et al, 2016). For example, in a recent PDHPE lesson, I used online videos to explain fitness techniques, but students still completed worksheets in the same way they would have without technology. To reach the Redefinition level, I would need to use technology in ways that fundamentally change the learning task—like having students create and analyse fitness routines using interactive apps.
Digital Blooms Taxonomy
In terms of Digital Bloom’s Taxonomy, I would place my current technology usage within the "Analyse" level. In the previously mentioned PDHPE class, students were asked to watch videos on various fitness techniques, and afterward, they analysed these techniques by breaking them down into individual components (Churches, 2010). However, I haven’t yet had students use technology to create something original, which would push them into the "Create" level. To move forward, I could have students use video editing tools to create their own instructional videos demonstrating proper form in a variety of exercises. This would allow them to not only engage with the content but also contribute something creative and unique.
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