EDU 807 Spring 2018 - Week 2 - How to Apply the SAMR Model with Ruben Puentedura - Group 3
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 have been working with teachers on integrating technology in the classroom. I have modified my approach to professional development using the technology we have available in our district. Each person in my year-long PD program has chosen a specific path of learning to follow. (digital leadership, digital content and instruction, digital citizenship, or data and assessment) All four groups meet during the same session. Each person joins their group and begins the session by watching a focus video or doing a focus activity. If I use a video, it is sometimes a clip from a ted talk or other resource, but most often it is a video introduction of what we are working on learning that day and they why behind the day’s focus.
Once they watch the video or finish the activity, the teachers dig into resources that teaches them about the specific topic. Some that I have used include personalized learning, digital equity, and using digital tools to gather and analyze classroom data. The resources may be blog posts, articles, research, or video links. Most of the time the number of resources cannot possibly be read or watched in the 1 hour time limit that we have for the session, so individuals in each group divvy up the resources so they each only have 1-3 to worry about.
Groups then come together to interact in either a discussion or a playground session that allows them to explore tools that meet the learning focus and could be integrated into their classroom immediately. For example, one group explored various options for students to demonstrate learning through digital technologies such as videos, infographics, blogs, etc. After looking at the different resources, they were able to use the materials that they have access to either for free or provided by the district to play. WeVideo was explored to allow for video creation, StoryBird was played with for story book projects, Weebly and Wordpress were used to set up demo websites. All these were in an effort to allow teachers time to interact with the technology and choose what they wanted to focus on for implementation in their classes.
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Very interesting description of how you use technology in PD. From the model, it appears that you currently use technology to augment and modify assignments and it is very timely for the teachers. The breakdown of groups coming together in a session to explore the various tools helps your teachers engage more deeply with the technology and how it applies to the PD focus. How many teachers do you typically have in a PD session? You certainly are busy!
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I’m curious as to how the PD is measured or evaluated to determine what is effective, etc. Has this always been how you conducted the PD or did you add to it such as the group discussions and exploration of tools?
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I, too, would be very interested in hearing more about the ways in which your measuring effectiveness? Is it tied to performance of students? To teacher attitude? To collaborative efforts/outputs?
And, moreover, do you think that they would be able to accomplish these goals without the technology?
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Thanks, Ashley, for this very detailed response. I applaud you for making such a substantial effort at engaging people in a very different form of professional development than what they are use to.
I’m curious to hear how the teachers involved in this work are reacting, let alone interacting. What are their impressions of this model? Do you find that they are engaged in substantive collaboration? What are the effects on their attitudes as well as their learning?
Finally, do you feel that this is a modification or redefinition of technology use in your district?
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Ashley, I like all the active learning methods you employ. Have you considered providing the groups with a capstone type project? Wherein, the various groups develop one or more tools that could be (with minor modification) implemented by others in their classrooms. They could share these in a presentation explaining the what it is, how it works, how you might modify, the benefits of the tool and anything else you deem worthy, then share the tool itself.
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I’m not an educator but rather an administrator in higher education with a goal of teaching after this DET program.
I did guest teach last summer for an educational ethics course (graduate level) and will use that as my scenario for answering this question. The class was required to read 4 cases each week from a textbook, analyze the cases, and meet in groups in class to discuss. Technology was very limited for the course to LMS discussion board and electronic presentations.
To implement a substitution I would use video recordings of the cases or podcasts of the proceedings to break-up the monotonous reading of just text. Similar to what we do with NowComment assignments. I would augment the group in class discussions with Twitter and add an electronic shared document feature to analyze the cases as a group post-class. I predict the students would be more interested and engaged by using technology in what is otherwise a text-heavy course with face-to-face discussion. I think the use of Twitter for following ethical issues in education would provide the students with a deeper engagement of the subject.
I really like the SAMR model and will keep this in mind as I prepare for a higher-ed teaching career.
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Glad that you found the model SAMR useful, and that your thinking critically, creatively, and carefully about how you would invite students to be engaged with the course content and one another.
Given the text-heavy nature of the course, what do you feel your ultimate goal for using the technology would be? (And, believe me, this is a question I asked myself all the time).
Is it to foster classroom community?
Is it to have students engage in substantive conversation?
Is it to simply “prove” that they are participating?
I’d be curious to hear more of your thinking about how technology could play any or all of these roles.
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Largely we use technology to substitute and augment current practices. I think we could get to the modification and redefinition but only in our supervisor and management level training where we enter into business, leadership and soft skills subjects. That will probably be a push for us in the next year or so. Much like my comment on the other reading I think that it would be easy to move to the modification or even redefinition in these types of courses. I also believe these courses which are currently delivered as face-to-face could move to blended or synchronous online. This movement alone would easily move us to modification and extending the learning to include group projects related to the topics using technology to allow the collaboration across geographic boundaries and time zones would working actual problems for the organization and presenting those to the executive leadership team would really be a radical change and a redefinition.
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I am an online administrator, and one of my primary jobs is to implement and support educational software and hardware. One of the tools we introduced recently was ilos, which is a video capturing, editing, and hosting solution. This SAMR model describes quite well how I have explained it to faculty who are early adopters: first, it’s most helpful to just enhance what you’re currently doing. Add some extra video tutorials here and there just to supplement. Eventually, however, I do have in mind a transformation that could occur, where professors are not simply reproducing lectures for example, but using the video as a social hub with embedded questions and video responses from students (all of which ilos enables).
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Thanks, Robert, for this example. It is quite interesting to think about how – after gaining an initial understanding of the tool – we can actually push teachers to make more pedagogical innovations.
I’m definitely interested in hearing how teachers are taking up this tool – do you find many of them are still creating video lectures, micro lectures, or some other type of “content delivery?” Or, do you see more than moving into an interactive, dialogic type of activity through the use of video? I think it’s an extremely challenging task, and I’m always curious to learn more about what teachers are doing.
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It has only been a few months since we launched, but I am seeing some of the heavier users start to adopt more of that dialogic frame of mind. If they haven’t implemented it, they’re at least thinking about it. I try to introduce tech in fun-size nuggets, so I’m rolling out these features slowly so they don’t get scared away!
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