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Original Assignment: Take a quiz, answers handwritten in a printed form.

Substitution: Distribute the quiz in a Word Processor file format and have student fill in answers on a computer.

Augmentation: Use a Google Form to deliver and complete the quiz. “There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material.  This level starts to move along the teacher / student centric continuum. The impact of immediate feedback is that students may begin to become more engaged in learning.“

Modification: As an alternative form of assessment, students could be asked to write an essay around a relevant theme. The written essay could then be narrated and captured as vocal recording.

Redefinition: “A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product.  Teams are expected to contact outside sources for information.”

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Enhance and Transform Your Lessons With SAMR

The SAMR model was developed by Dr. Ruben Puentedura to help teachers infuse technology into teaching. The model allows teachers to evaluate how they are using technology in their instructional practices. SAMR is an acronym that stands for four levels in the technology integration process: substitution, augmentation, modification, and redefinition.

What Does Each SAMR Level Look Like in the Classroom?

Below are various classroom examples of SAMR. As one moves through the levels, the technology becomes seamlessly woven into teaching and learning to encourage higher-order thinking.

Here are some examples of lessons enhanced with the SAMR model:

Original project/lesson: Book reviews, handwritten and turned in to the teacher.

Substitution: Students create book reviews using Google Docs and share them with the teacher.

Augmentation: Students use various add-ons for their book reviews, such as speech recognition or Read&Write for Google for voice notes and word prediction.

Modification: Students use Google Classroom to post their book reviews, receive peer feedback, and participate in ongoing discussions about their book.

Redefinition: Students use Animoto to create a 30-60 second book trailer. Working with the library media specialist in the school, the students turn the URL of their book trailer into a QR code, and then put their QR code into the book jacket for any student to scan and access the trailer.

Original project/lesson: Design a park project, drawn to scale on graph paper, with a letter written on paper to the mayor stating why their design should be chosen.

Substitution: Students use the internet instead of books to determine actual dimensions of the various items going into their park (playground equipment, building sizes, flower gardens, fountains, etc.).

Augmentation: Students use interactive whiteboard software tools, such as graph paper and shapes, to create their park drawn to scale.

Modification: Instead of a handwritten letter to the mayor, students create a multimedia presentation of why their park should be chosen with images and a video showing the process of their park design.

Redefinition: Students use Tinkercad, a 3D digital design program, to create their park to scale. Programs such as Snagit or an interactive whiteboard software recorder (such as the Recorder feature in the MimioStudio™ software) can be used by the students to record their screen as they explain their park project and why it should be chosen.

Original project/lesson: Regional animal adaptations.

Substitution: Students read various articles online about how animals adapt to their environment.

Augmentation: Students choose an animal and work in groups on a shared Google Presentation to research their animal and present their findings to the class.

Modification: Students put their presentations on a blog or online classroom to write learning reflections, post comments, and discuss peer learning.

Redefinition: Students use Skype in the Classroom to meet live with a science museum director to compare/contrast animal adaptations of their region with other animals in other regions of the United States. Prior to the live meeting, they use Google Earth to research various areas and animals of that region to determine what types of adaptations these animals might demonstrate.

Original lesson/project: Chart paper used to explain the steps of solving a problem.

Substitution: An interactive whiteboard replaces chart paper, on which students communicate and explain their steps in solving a problem.

Augmentation: The MimioMobile™ app is used so that all student groups can display their steps in solving a problem and work as a class to discuss and analyze the solutions.

Modification: Saved solution pages become part of students' annotated notes of problem-solving strategies.

Redefinition: Students use various applications (such as Explain Everything or the Recorder feature in the MimioStudio software) to begin creating their own e-portfolio of problem-solving strategies and student math tutorials.

Dr. Puentedura posts many of his presentation slides on his blog. All slides have a Creative Commons license, allowing them to be reproduced on other sites (with attribution). Here is one of his slides, which you may wish to refer to as you begin your transition through the various levels of SAMR:

Want to learn more about this fascinating topic? Register for our upcoming Rethinking Technology Integration in the Classroom webinar, offered on March 28 and May 2 at 4:30 ET. During this informative session, Lynn Erickson will be joined by fellow educator (and tech lover!) Paul Gigliotti to discuss how to seamlessly integrate technology into your curriculum using strategies from the SAMR and TPAC (Technological Pedagogical and Content Knowledge) models.

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The SAMR model was developed by Dr. Ruben Puentedura to help teachers infuse technology into teaching. The model allows teachers to evaluate how they are using technology in their instructional practices. SAMR is an acronym that stands for four levels in the technology integration process: substitution, augmentation, modification, and redefinition.

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Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

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For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture. Technologically modified tasks also allow students to generate inspired and innovative work that isn’t confined to paper.

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At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can’t.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

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Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It’s the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

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Free Storyboarding Software — Online Storyboard Creator

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Storyboard That: Easy online storyboard creation! Perfect for filmmakers, teachers, and students. Create storyboards and comics with Storyboard That today!

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Classroom ManagementPartner PracticeGames - The Teacher Toolkit

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Starting with a purpose avoids the ‘technology for technology’s sake’ that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students’ learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don’t always have to redefine your students’ learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you’re connecting learning to the rapidly changing world outside the classroom walls, and you aren’t afraid to adapt to a new challenge. Get creative with technology and you’ll inspire as well as teach.

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Lesson: Art/Painting

Original Assignment: Drawing a picture using traditional brush, paint, paper. Of course, there is a a big difference between doing this “by hand” in the traditional manner and doing it digitally – digitally is by no means “better”, it is just different and opens up some interesting possibilities.

Substitution: Use a digital drawing/painting program to draw/paint a picture or using a camera to display/share your drawings.

Augmentation: Use a tool that allows the creation of your masterpiece to be “played back” (like Educreations, for example).

Modification: Pull a background image to use as a “canvas” – you could even scan something hand drawn and use that.

Redefinition: Create Artwork Collaboratively using a Collaborative Online Whiteboard

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Lesson: Phys Ed – Learning To Hit a Baseball Well

Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or Phys Ed instructor show you and then trying it yourself.

Substitution: The coach/teacher videos the training exercise and uses this as the lesson.

Augmentation: The coach/teacher videos the training exercise and provides links to other training content (videos and articles from other coaches, etc).

Modification: The coach/teacher videos the training exercise and “flips” the lesson, having students watch it as homework, and using class time to practice and reinforce techniques.

Redefinition: Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about their technique.

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Lesson: Learning Fractions

Original Assignment: Show understanding of fractions on a worksheet by coloring in blocks.

Substitution: Use an Excel Worksheet to let students “color in” the blocks.

Augmentation: Use Google Sheets to let students “color in” the blocks, where the teacher can offer feedback directly on Google Sheets.

Modification: Use Google Sheets and direct students to online examples and supplementary learning materials for areas that they might struggle with.

Redefinition: Use a Fractions App instead

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5 Ways to Begin the Shift Toward Project-Based Learning

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The idea of bringing PBL into your classroom can be both intriguing and overwhelming, but there are many tips and resources to help you get started.

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Dr. Amanda Sterk

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Venngage | Professional Infographic Maker | 10,000+ Templates

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Join over 5 Million professionals who consider Venngage the infographic maker of choice. Pick from 10,000+ professional templates made for businesses.

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ShowMe is an open online learning community where anyone can learn and teach any topic. Our iPad app lets you easily create and share video lessons.

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The Technology Integration Matrix

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

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Students use Pinterest to find their textile project. Students must look for multiple sources of directions, synthesize the sources, and produce a textile project.

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Discover recipes, home ideas, style inspiration and other ideas to try.

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Provide research links for each country to guide students through poster. Let students find other sources for interesting facts and finding famous people from other countries.

Also, writing assessments on google docs in order to comment and make changes to what they wrote.

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Learn basic math skills with Number Munchers. Keep your Muncher away from the Troggles by munching on multiples, factors, prime numbers, equalities, and inequalities. If you can stay away from the Troggles and earn enough points, you'll be part of the Muncher Hall of Fame.

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Phet Simulation: Build an atom activity (tool)
Objective: Students will understand the internal structure of an atom and how changing the internal structure changes the properties of the element

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I am having the students use spreadsheets and formatting them on their own to create special calculators that will allow the students to answer more complex questions. They are making their life easier while also learning how to format spreadsheets and understand spreadsheet functions

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Explore math with our beautiful, free online graphing calculator. Graph functions, plot points, visualize algebraic equations, add sliders, animate graphs, and more.

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Students design the interior of a house using Chief Architect software that is used in the Interior Design industry.

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Virtual Training

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Virtual Training Join us in November for a Virtual Training class. Choose from our Residential Introductory, Residential Intermediate, or Kitchens, Baths & Interiors classes. Sign up today and save 20%. SSA members save an additional 10% Training Dates: - Residential Introductory - Nov. 3, 5, 10, 12 (Tue/Thu) - Kitchens, Baths & Interiors - Nov.

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When factoring, we used DESMOS. They could see if they were factoring correctly by seeing if their factors created the correct graph. It reinforced the terminology we used in class, and the connection between the factors and the graph!

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Using Flipgrid to discuss independent reading books.

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Get the free "Polynomial Multiplier" widget for your website, blog, Wordpress, Blogger, or iGoogle. Find more Mathematics widgets in Wolfram|Alpha.

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Students bring awareness of a man-made disaster by creating blogs after researching the disasters. These blogs would be published on a student created Google Site.

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Students self-evaluate and comment on their performance in class using a google form. Students rate their performance in different categories and assess both themselves and the group as a whole.

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6th grade science using triple beam balance

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6th grade science using triple beam balance

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I used Gizmos to teach the students to use a triple beam balance before using real ones. This way each student had the opportunity to use one since I do not have enough real ones for each student. They got to practice and I feel they take more chances working alone. They are not as concerned with making mistakes when no one can see. They ask more questions this way.

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Using iPads and a digital art program, students were tasked with creating an animal portrait with a focus on use of textures. While the key concept of using different brush strokes and techniques to create texture was the same as an assignment with traditional materials, students had access to unique tools, brushes, and settings that would otherwise take a huge variety of physical materials.

Objective: Students demonstrate their understanding of creating texture using a variety of digital art program tools.

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8th grade students are given 15 facts or myths on various health related topics and use reputable sources to come to a conclusion as to if it is a fact or a myth. They have to include why they came up with their answer and exactly what they found from the Internet. To enhance this lesson I could create a padlet where all students can all contribute and collaborate on the document instead of it being an individual project.

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Objective- Students will be able to determine how atoms are arranged and move in the three different states of matter.

Tool used- Phase change gizmo- It is an online interactive simulation that shows the atoms in the different states of matter move.
It lets students change temperature and pressure and see how the atoms are effected due to change.

https://gizmos.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=557

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ExploreLearning : Get hands-on, minds-on in math and science

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Select an inquiry type above for suggestions

Please provide as much of the following information as possible:

Name of Gizmo

Detailed description of issue

Device being used

Username

Browser being used

Location: Home, or school

Please provide as much information as possible in your request.

Please provide your name and the name of your school and/or district.

Please provide as much information as possible in your request.

Please provide:

Your name

The name of you school and/or district

Contract number

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Explore the relationship between molecular motion, temperature, and phase changes. Compare the molecular structure of solids, liquids, and gases. Graph temperature changes as ice is melted and water is boiled. Find the effect of altitude on phase changes. The starting temperature, ice volume, altitude, and rate of heating or cooling can be adjusted.

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Students go through a virtual museum and answer questions at each exhibit.

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Students conduct web/database searches for reliable sources based on a diverse set of topics. Student evaluate the usefulness and credibility of sources through structured activities throughout the unit.

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Students create a VLOG from the perspective of a pre-columbian native american using artifacts they created. Students will use the artifacts they create to explain aspects of native american culture & geographical regions they researched.

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Using word clouds to look at language skills/ vocab.

edwordle.net
WordArt.com

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UHS Blogs: Life Philosophy and Pet Peeves 

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UHS Blogs: Life Philosophy and Pet Peeves 

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Students contemplate their values (as inspired by literature and characters' experiences) and attempt to change the world through anecdotal or researched experience. If I can find a way for them to publish for an authentic audience outside of our class/ school (ideally) then they I can redefine the revision process and ask students to work on persona in a more authentic way.

Wordpress is/was blocked at DCS when I tried to use it in 2020 (I don't think it's ed2d compliant) and I would love to find a way of making content more public in a way that is safe.

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Digital photoshop:  Use photopea to have students combine two pictures that they have taken to create an abstract world using a person photo and a landscape photo that they took. There are tutorials on youtube too!!

https://www.photopea.com/

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Students can evaluate the writing of their classmates via Google while sharing thoughts/suggestions with others who have also read the same works. If students are able to publish their evaluations of others' writing for the entire class to see, then redefinition can exist.

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Uses DESMOS to show the differences between the function and it's derivatives. We make a chart of the similarities and differences.

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Watching a movie on a tv cart with a VCR has evolved to a DVD on the projector and recently to using the SWANK video sharing app so all students can access that video from their Chromebook.

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Students use online resources to explore the US Constitution, collaborate on understanding principles and structures, and post comments, questions, and difficulties for further discussion both in groups and in the larger class setting.

https://constitutioncenter.org/interactive-constitution

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Learn about the text, history, and meaning of the U.S. Constitution from leading scholars of diverse legal and philosophical perspectives.

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When students don't want to verbally share in class, they can add a sticky note with their thoughts and build on their peers' ideas.

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Band - Improving Tuning and Intonation using the Ninja Tuner Website

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Band - Improving Tuning and Intonation using the Ninja Tuner Website

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Substitution: Use the Tuner Ninja Website to introduce students to tuning their instrument: https://tuner.ninja/

Augmentation: Use the visual aspect of the Tuner Ninja website to explain how pitches can be "high" or "low" and what to do with their instrument based on the reading of their notes on the app. Also, using the settings menu, teach enharmonics (sharps and flats) and the transposition of various instruments.

Modification: Students create "Tuning Charts" collaboratively working in pairs or groups. One student plays each note possible (that is comfortable for them at that time) on their instrument while the other student(s) chart how high or low each note is. Students then review their chart and learn the pitch tendencies of their instrument and their performance on that instrument.

Redefinition: Students become more aware and better listeners of pitch on their instruments and therefore adjust slides, their embouchure, reed size, cork placement, etc. based on the results of their collaborative tuning charts to improve the overall intonation and tuning of their instrumental performance.

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Free online instrument tuner. Tune your guitar, ukulele, violin or any other instrument. Get in tune easily and accurately without installing anything.

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Continue to grow the use and skills using Google Applications like sheets and slides

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I’d like to use technology as part of my formative assessments to give students more immediate feedback.

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I would like to use Flipgrid to check for understanding.

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I would like to learn more about the versatility of Google Forms.

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I'd like to use Padlet for student collaboration.

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I would like to use flipgrid for students to share responses

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I'd like to have students use technology to do research on a topic and then report back their findings to each other on a platform like Padlet

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I would like to use technology as part of review so students can go at their own pace.

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I would like to continue to find new ways to create meaningful discussions for all students, especially if they feel uncomfortable with verbal expression.