EDU 807 Master - Week 2 - How to Apply the SAMR Model with Ruben Puentedura - Summer 2018 - Group 2
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How to Apply the SAMR Model with Ruben Puentedura
In the video, you will hear Dr. Puentedura talk about four levels of technology integration -- substitution, augmentation, modification, and redefinition -- as well as an example of how teaching a specific topic might change at each of these levels.
View the entire video, then describe a way that you currently use technology to substitute or augement a current assignment or activity you use in your classroom/context, and then describe a way that you might modify or redefine that same assignment.
Of course, once you share your own ideas, please reply to your classmates. Questions that might help push their thinking:
- How do you think the way you have changed __ will lead your students to __?
- What do you predict your students will have difficulty with when doing __?
- What might they find easier or more interesting about __?
- How will __ help your students engage more deeply with __?
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In the video, you will hear Dr. Puentedura talk about four levels of technology integration — substitution, augmentation, modification, and redefinition — as well as an example of how teaching a specific topic might change at each of these levels.
View the entire video, then describe a way that you currently use technology to substitute or augment a current assignment or activity you use in your classroom/context, and then describe a way that you might modify or redefine that same assignment.
Of course, once you share your own ideas, please reply to your classmates. Questions that might help push their thinking:
How do you think the way you have changed __ will lead your students to __?
What do you predict your students will have difficulty with when doing __?
What might they find easier or more interesting about __?
How will __ help your students engage more deeply with __?
First, I think that the Hamilton et al. (2016) article was both correct and missing the point. Of the complaints, one was that the SAMR model taught teachers to simply modify their use of technology and all will be well academically. I think that the nudge for teachers overall to try different things with technology (yes, even different types of assignments) is a HUGE move for education. Teachers are perhaps afraid, short-sighted, locked into routines and do not utilize much technology sometimes. Even though there are major (and valid) concerns, perhaps the SAMR method serves as a stepping stone only—it gets teachers moving. The other needed considerations can follow.
I substitute digital tools for paper ones regularly (taking notes, graphic organizer making, etc.) I augment lessons, too (Quizlet game instead of a paper review sheet, lecturing with slides, videos, etc.) I modify when I have students work together to display their group work (synthesizing material from several chapters, etc.) For redefinition, I had one class turn one final exam essay into a spoken (recorded) job interview setting. They studied for and arranged their answers for their audience.
Thanks, Susan, for bringing up an important point about teachers and the many ways in which they may fear educational technology. I think that one of the challenges in working with other educators is, precisely, helping to narrow down the specific concern or question that is at the core of their fear for using technology.
For some, they fear of looking incompetent in front of students. For others, they fear being replaced by a computer. For other still, they fear that the technology is actually impinging on students ability to do higher-level thinking.
Getting to the deeper understandings of these fears is critical we want to make substantive progress in the ways that we hope other educators move forward.
If I can jump in and learn technology and how best to incorporate it, any teacher can. I am of the generation that finished teacher college before tech was a reality. So I have had a long way to go.
I do not like to look incompetent in front of students, but I have no choice. I’m learning things quickly, but I try to tell them that as teachers, they, too, will learn things from their students (and in front of their students). Take it in stride, smile, and move on with planning improved lessons (using tech).
Susan – I like your redefinition example of the collaborative synthesis work! Technology tools provide opportunity (my word from last week:) to have greater depth of knowledge exercises within a course. It is transformative in nature.
The SAMR is a good reference tool for pedagogy and looking at it from a teacher professional development aspect, there are a few ways I have been able to “evolve my practice” with teachers. PD for our instructional staff is primarily on Blackboard, with all of the supplemental materials provided 24/7 for teachers. This past year, I have augmented the online PD to equate to fit the requirements of SCECHs (state continuing education clock hours) for teachers to extend beyond the district PD hours and assisting with their recertification process. Additionally, staff meetings were shifted into a synchronous tool (Blackboard Collaborate) rather than face-to-face to accommodate traveling staff within the district; it also provided a recorded session for those to view if they missed the meeting and needed the important information. Both I see as an “enhancement” within dr. Puentedura’s definition.
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