EDU 807 Spring 2018 - Week 2 - How to Apply the SAMR Model with Ruben Puentedura - Group 1
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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.
While I am still a little confused as to the differences, I think I am at the modification level with a fitness tracking assignment used in my classes. Typically I would have the students record their fitness on a paper lab record. In terms of efficiency, I had them download an app called myfitnesspal, where they could record and upload information electronically. This was an augmentation. There were always accuracy and accountability issues with this method. Now, to address these issues, I am requiring my students to use an online social fitness app called STRAVA. They will now use GPS to track their actual fitness. They can also share, compare, and compete using this new platform which will help with motivation and attrition.
That sounds really interesting! When they would use myfitness pal, would they send you a summary of sorts, or how were you able to review/view that information? Very cool!
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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Currently in my online Freshman English class, I augment peer review in an online discussion that we would do in the in-class environment. Students post their essays on the discussion board and respond to two others addressing specific questions. I am thinking that using something like Google Docs might allow for more interaction with the students. I am struggling a little bit to come up with ideas for how to significantly modify this type of writing assignment so it would not merely be replicating what is done in the in-class environment. Dr Puentedura’s example of geography was understandable, but writing seems to be a different animal. With peer review, rather than just responding to two others answering specific questions, maybe the assignment could require more collaboration between writers and Google Docs could be used as the tool to do so.
Hi Julie,
Your example reminds me of the papers where groups write them collaboratively, where one student writes a certain number of lines and then another student writes, and so on, in rotation. Using Google docs would allow you to view and track their progress/edits/additions.
Good points! I think that would work great, and I can see how it would significantly modify the peer review. My only question might be would it effectively demonstrate the process of revision/proofreading/editing, or maybe it would be better used in the earlier stages of the writing process? Have a great evening!
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