Enhancing Lesson Plans

The SAMR model provides a structured approach to evaluate the use of technology in educational settings. At the substitution level, tools like Wepik and Popplet serve as direct replacements for traditional methods, such as using paper and markers for creating visual representations and mind maps. While this substitution does not change the functionality of the task, it enhances the learning experience by allowing for real-time collaboration and easy access to digital resources. As noted, "the SAMR model consists of the following four classifications of technology use for learning activities: Substitution... Augmentation... Modification... Redefinition" (Romrell, et al., 2014, p. 4).

Moving to the augmentation level, these tools offer functional improvements over conventional methods. For instance, students can incorporate images and icons into their dialogues and mind maps, making the learning process more engaging and interactive. The authors emphasize that "learning activities that fall within the substitution and augmentation classifications are said to enhance learning" (Romrell, et al.,  2014, p. 5)5.

As we progress to the modification level, the collaborative features of Popplet enable students to work together in ways that would be challenging with traditional tools. This aligns with the SAMR model's assertion that technology can redesign learning activities. By creating a live mind map, students can view and contribute to their peers' work in real-time, fostering a sense of community and shared learning. The model suggests that "the technology allows the learning activity to be redesigned" (Romrell, et al., 2014, p. 4).

Finally, at the redefinition level, the task of creating digital posters in pairs exemplifies a transformation of the learning activity. This task allows for the creation of outputs that could not be achieved without technology, as students exchange posters for feedback, enhancing interactivity and reflection. The literature states, "transformational learning activities that are truly personalized, situated, and connected through the use of a mobile device will go beyond merely using a mobile device as a substitute for more traditional tools" (Romrell, et al., 2014, p. 4)4.

The integration of Wepik and Popplet also aligns with the UNESCO framework for generative AI, which emphasizes the importance of digital literacy and creativity in education. The framework asserts that "education is a fundamental human right and a cornerstone for peace and sustainable development" (UNESCO, 2023, p. 36) 6. It encourages the use of technology to enhance learning experiences, promoting transformative learning.

Finally, if we take into account Bloom's taxonomy, it could be said that this plan can also be aligned with this framework. At the remembering stage, for example,  students recall vocabulary, enhancing their retrieval skills with tools like Popplet, which supports the idea that "highlighting... is a technique for recall" (Wedlock, et al., 2017, p. 10). In mini-dialogue presentations, they demonstrate understanding by explaining concepts, reflecting the goal to "explain ideas or concepts" (p. 10) . The matching activity exemplifies applying knowledge in new situations, where students "use information in new situations" (p. 10), while the information gap activity encourages analyzing by drawing connections among ideas .

The peer feedback process represents evaluating, where students "justify a stand or decision" (p. 10), fostering a sense of community. Finally, using Wepik for visual representations allows students to engage in creating, and producing original work.