EDU 807 Spring 2018 - Week 2 - How to Apply the SAMR Model with Ruben Puentedura - Group 2
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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I understand these are the levels teachers go through when integrating technology but we need to be careful of the substitution phase when encouraging technology integration.
Princeton conducted a study https://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away
and found that handwriting notes instead of typing notes was more effective for synthesizing and understanding information.
Another example where substitution shouldn’t necessarily be recommended, would be if a teacher used “death by powerpoint” instead of writing notes on the board. I think there is very little gained in terms of learning at the substitution level. It’s the level above from augment upwards that learning can be impacted with the use of technology.
I would like to see technology used to encourage more collaboration as Dr Puentendura suggested with his Geography example. My example of an activity that would be at the transformative levels would be to ask students to create a website which included videos, pictures and explanations of the different proofs by induction.New Conversation
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I remember reading an article back in 811 when I did a paper on podcasts and it mentioned the same thing your Princeton article did, those students that took hand written notes along with listening to the podcasts scored higher than those that did not.
Also, in the example he gave, having the students work together rather than individually in the augmentation phase with maps, I have always wondered if there is a real issue with students working together and why it seems to be something that needs to be forced currently. I watch kids ages 6 weeks to 7 years and if you put a bunch of 3-7 year olds in a room with some toys they will without a doubt interact with each other. It may take a little bit of time but children are very curious. Again, I am not a K-12 teacher but I’ve been curious of the need to force students to engage. I also am an only child and from that perspective, never liked being forced to talk to or work with others, things kind of work themselves out in a way.
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I haven’t read the book Quiet but many people have told me about it! The books apparently talks about why our society rewards extroverts and it is important to remember that not everyone is an extrovert! Great point Sarah! I think in a classroom setting we need to give our students a variety of different experiences and not always the same one.
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I think true substitution would recreate all aspects of your previous assignment. Typing doesn’t replace the hands-on link with the brain that hand-writing does. So a substitute for handwriting notes is using an app that converts handwriting into text. So you can still hand write the notes and create that tactile link, but you are using a tech that clarifies and organizes the notes and allows so much more to be done with them. I guess a teacher would have to make sure that they are still hitting all of the different areas of learning with the new tech that they do with the older media. I think the most difficult part for people in using new technology is realizing all the things they actually do with their current media. You have to understand how your current assignment is reaching students before you can change over to technology and expect to get similar or better results. And with tech, it often takes thinking outside the box to achieve those same tasks and improve upon them.
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Jen, I think I mentioned this in the video meeting the other day. But I agree with the Princeton study you cited but I think it will be short-lived do to the fact that many kids coming up through the early ranks of K12 don’t get or have experience taking hand notes. So their comfort level and effectiveness of note taking is probably with electronic note-taking instead of hand-written on paper.
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Hi George
The study was conducted with students- undergraduates who pretty young and classed as digital natives.
Jennie
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I don’t teach right now but in the the past I taught a class in computer networking. We had some hardware but not enough of it that everyone one in the class had a full compliment of the necessary hardware in order to do all the assignments during class time. What I did instead was to use simulation software they the students could use in a virtual 2D low end cartoon type environment. It allowed them to see the hardware and place and connect the hardware together using virtual wiring. And then they could click on the pics of the hardware and have access to a representation of the user interface to that device in order to program and diagnose it properly. The devices all reacted as they would in a real environment. This allowed me to watch the process as they worked out their issues.
Now looking back I could have designed a bigger networking environment for them to setup but instead give each of them a section of the virtual hardware to configure within the same environment. This would force them to work together in order for communication to work across all their systems. This would have added that social interaction part of deeper learning.
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Changing the design of the virtual environment I mention above in order to force everyone to not only make their part work but also make it work with everyone else forces them to have a glimpse of the real world.
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When students, as in the real world, each think they have done their part correctly but their systems still do not communicate to each other usually means the same thing in real life….the people are not communicating correctly either.
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In medical education, flipped classrooms are the latest and greatest teaching idea. However, taking the students out of social interactions with each other and with educators has shown us that when it comes to their communication skills, they are lacking. In medicine, you will ALWAYS be interacting with humans that you may or may not like, that you may or may not have a connection with. Taking students out of the classroom and simply giving them a blackboard site and PowerPoints as Jenny noted, “Death by PowerPoint”, definitely needs to be looked at further. In online education, this is obviously a but different but in integrating technology into face to face education, taking away that human interaction can be detrimental to those that will soon be in careers that are purely human focused.
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You got it right Sarah. But I had a flashback from the past when you talking about bad human interaction. I can remember times when the majority of the tech geeks/nerds that were extremely knowledgeable in what they did had absolutely no people skills. Programming was one of those careers and still is today where a person can do their work and still keep their distance from most everybody.
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For teachers and teaching, SAMR assumes that they will need to make small steps to incorporate technology, which from my experience is very accurate. Very few teachers have the time to do a massive change in their entire course design all at once. For students and learning, I still think this assumes that technology helps all students which isnt always the case. It does enable certain tasks with VR and collaboration that simply couldnt occur otherwise, but at times technology can be its own worst enemy since the price can make it difficult for some students to utilize.
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I think it is good practice for a teacher to only modify in small amounts in case they find that what they modified does not work well thus not ruining the entire lesson. It may also allow them to tweak it til it works better.
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