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I think that by watching the video and then clicking on different hyperdoc links, we are beginning the SAMR model. Watching the video = S, Exploring the links = A, Making the lesson = M and then sharing the lesson with other teachers = R

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We use the SAMR model in my school as we are tasked with having at least one lesson per quarter in the M or R category. I think my biggest "aha" moment throughout using the SAMR model was just realizing that you can't possibly be teaching in M or R all of the time, just like you can't be teaching at the highest levels of Bloom's Taxonomy all the time either.

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The thread that seems to weave each of these steps together is the idea of education moving from industrial to agricultural models, so focusing on helping each student flourish rather than helping each student fit a predetermined mold. Ken Robinson introduces the idea, focusing on feeding students passion by customizing their learning and "treading lightly on their dreams." I loved that line. Similarly, when you look at steps 2 and 3, many of the products aim to customize education for each student (Wizer, Writable, etc.) or make learning fun again through novelty (Autodraw) and letting them develop and explore their own interests with 3D printing, coding, social media, photo editing, etc. By personalizing and letting them use school time to learn content AND chase their passions, we can better prepare for them for their futures. In connecting to SAMR, I can see how most of the apps and HyperDoc links can help teachers push lessons easily into Substitution and Augmentation, which is okay because it may serve to help students engage and chase passions. Other apps would definitely help students create, so it would fit in the Modification or Redefinition categories too. So, given all of these steps, it's clear that technology can help us do right by our students because it can help us personalize learning to "create conditions for flourishing and passion."

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Seeing Bloom's Taxonomy intermingled with the SAMR model was very helpful for me, since I am more familiar with that and even teach it to my seniors. That layering is helping me recall the definitions. One a-ha moment for me was seeing two of the suggestions from some of the lists which includes NewseumED and the National Museum of African American History and Culture. In the description of NewseumED, the writer mentioned that since "truth" can seem so slippery these days, using primary sources can be incredibly powerful. This struck a chord with me and I am definitely going to look into these resources. Having students look at primary sources regarding historical fiction, etc. and exploring the NMAAHC and being able to take virtual field trips goes beyond S and A categories as well.

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Watching the Video from Step 1 of Ken Robinson was very informative to explain that we need to continue to create - in our classrooms - an environment that students can grow in skills needed to be successful.  Technology not only enhances and can be used to (S)Substitute and (A)Augment, but can be used to build on 21st Century Skills though (M)Modification and  (R)Redefinition of Technology embedded right into lessons.  In step two I was OVERWHELMED and excited to see all the options and apps to move through S.A.M.R model of integrating.  Never again need I say "I wish there was an app/program for that..."-there surely is one!  I will enjoy exploring these at greater lengths!!!
True to the other section - I am adding my favorite SAMR infographic (also to explore the tools on padlet!).

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My Ah-ha moment was to realize that I did not need to be a master of technology to add SOME tech to my classroom-I can begin with S and A to build knowledge and skills -and then use M and R when it is needed in moving up in skills (Bloom's taxonomy). There is no RIGHT way to add technology; just being open to utilizing it -is the key!

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I notice that it is a process of implementation, especially for people just starting out with technology. Substitution may be the first step in incorporating tech, while augmentation is the next until you get to the ultimate goal of redefining you lesson with the new tech.

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Implementing technology can seem like a daunting task, especially if you have been teaching something one way for a long period of time. By simply substituting tech in is a good start in the right direction. Using "some" technology can refresh a lesson, but incorporating the right tech in the right way can completely redefine an old lesson and make it fresh.

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I have said it again and again in this class that utilizing technology needs to be done with a purpose. I think SAMR is a great foundation for understanding how to do just that. The video we watched for this lesson was very inspiring as far as why being creative is essential as well. Utilizing technology is far more than just providing access to a tool. Students want their time to feel valued and to learn skills that will be helpful forever. The steps we took here show a path of moving from learning to understanding to applying--just like SAMR.

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My aha moment came from the idea that I do not need to know it all. Especially because I work with college students, I need to remember to utilize their strengths and talents and allow for them to teach each other (as well as me). This has happened organically in some cases, but I would like to be more intentional in giving students the opportunity to be the masters of technology.

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After going through steps 1-3 I had one thing that really stood out to me. Ken Robinson said that we need to move from a mechanical model of education to an organic process. Using the links from step two and incorporating them into the SAMR model, teachers are starting to move from that mechanical process to the organic one! Teachers are starting to allow students to be creative and flourish instead of boxing them in with specific tasks. That quote really stood out to me and I think it flows beautifully to what we are learning right now!

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One "a-ha" moment I had was really just realizing how much technology is out there and how little I use! I have always wanted to use more but become overwhelmed and never incorporate any of it. I've created a list so I do not forget all of the technological options and have started trying to think of one new way to implement a technology each week. I need to start slow otherwise will not do it when the year starts. All of the options have really opened my eyes to how much more I could be doing!

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After watching the Ted Talk video, checking out the Tech Tools, and understanding the SAMR model better, I see a connection that links all three in a linear fashion.  First, Ken Robinson reminded all teachers that if we love what we do as educators, the kids will also love what they do as students.  He was speaking directly to the incorporation of technology and the internet in the classroom and that he meant that if teachers model their excitement about it then students will do the same.  This is one way that we can keep our students interested and engaged in their learning and “tread lightly on their dreams” at the same time.  Second, by exploring the different technology tools that are out there, I realized that the possibilities are truly endless when it comes to incorporating technology into our classrooms.  So, for any educators out there who have not “gotten on board” yet with technology, there are really no excuses and they are fully responsible for holding back the advancement of the teaching and learning in their own classrooms.  Not only that, but the technological tools that teachers do select for use will help the students explore their own interests and tailor their own learning experiences.  Lastly, the SAMR model is truly the roadmap for all teachers to show them that no matter what level of technology use they are at currently, they can find a place to jump in at.  Of course, there is a top to strive for in the SAMR model with respect to addressing Bloom’s taxonomy and 21st century skills with students, but as a teacher develops their own understanding of and comfort level with newer technologies, they can climb higher on the ladder to achieve higher goals.

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I think my biggest “aha” moment of the SAMR model was realizing that a lot of what I see in schools today with respect to technology in the classrooms is more "enhancing" learning with technology versus "transforming" learning with technology.  In a way, I was always feeling as though I was behind the curve when it came to technology in my own classroom, like I was not doing enough, the “right” way – whatever that meant!  Now that I understand the SAMR model and the way I could or should be transforming learning instead of just substituting or augmenting learning with technology, I feel like my colleagues are not as far ahead of me as I originally thought.  Plus, now that I am more knowledgeable about some new social media and other tech tools and ideas, I am actually excited to begin experimenting and “releasing the power” to the students to see what we can come up with together to engage them and increase their learning in mathematics.  I guess one other thing that I realized is that there is a lot more technology stuff out there that I could be or should be using than I really realized and it really isn’t that hard to incorporate into my classroom and lessons.

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As educators, we know that it is important to scaffold our students' learning, by helping them to build from previous knowledge. Following these steps ultimately lead me to the information and resources I needed to apply my knowledge to further learning. I see the SAMR model in a similar way, looking at it as a ladder to our ultimate goal. Every goal needs a place to start, which is the S (Substitution). Then, we can gradually build upon that substitution to the A (Augmentation). Our goal is to end up continuing on to M (Modification) and finally reaching R (Redefinition). The technology we are integrating should be aligned with our students' needs for growth.

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One "a-ha" moment I had was that it's okay to start small and build up to a larger goal. I think that, as educators, we sometimes feel that we need to always be on our A game. But, it's okay to start small and explore our options as we build up to bigger and better ideas.

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When implementing technology into the classroom, it needs to be done with intention, which is what these steps really led up to.
Step 1, the TED talk with Ken Robinson discussed giving flexibility to students so that they have the opportunity to pursue their interests and dreams, and I think our almost overwhelming access to technology paves the way for those opportunities. We also have the ability to reach our students better and in ways they can all relate to and best understand.
Pouring over the many materials in step 2 opened so many ideas for me for things I can use in my classroom to make learning more of an experience for my students.
Unfortunately, where I am at right now I was really looking at the S(Substitution) and A(Augmentation) factors of the SAMR model. Using it as a way to completely replace or nearly completely replace my typical lessons. Having now been through this class and seen the ideas represented in both steps 1 and 2, I feel confident that this next school year I will reach M(Modification) and be able to incorporate more comprehensive programs from step 2 into my lessons to create a more reaching learning experience. Eventually, I will be shooting for R(Redefinition), but I recognize right now I still need to test the waters and see what does and doesn't create those learning experiences rather than just lessons for my students.

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The big "a-ha" moment for me was just pouring over all of the different technology tools that are available to students and teachers now and not even really being aware of just how many there are! It really got me brainstorming many ways I could begin to incorporate a lot of those into my lessons.

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When I watched the Ken Robinson Ted Talk, he explained that education needs to move from an industrial to an agricultural model so that we, as educators can "create conditions under which they [the students] will begin to flourish." I took this to mean that educators should be given the freedom to create, design and implement classroom activities that will help the students that we have in the environment that we nurture while teaching the topics required. There isn't a one size fits all for teachers or students. This connects to part 2 because there are many more tools than I could ever use in a year-long course. However, I (should) have the freedom to pick and choose which tools I use in my curriculum based on the needs of my students, the supplies I have available to us, and the learning environment that I create in my classroom. What works in my classroom may not work well in another classroom. After I know what to teach, who I teach, and how I want my classroom to feel and operate, I can use SAMR as a guide for designing lessons.

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The message that I got from these steps was actually from Ken Robinson.  He affirmed what I believe about education - let teachers create while incorporating ed tech and 21st century skills.  Teaching is an art and a science. The science includes how students learn and variety of tools/resources. However, the art of teaching is much harder to explain... teaching isn't telling but creating an environment so that students can flourish and be inspired to learn.

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I think the big connection is that we as educators are beginning to understand the need to follow the SAMR model in our classrooms. It reminds me a lot of bloom's taxonomy where knowledge and comprehension are at the bottom, analysis and application in the middle, and evaluation and synthesis at the top. Similarly, we need to move towards the R to give students a chance to create and use the technology as more than just a replacement or substitute for what they're already doing.

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My big aha moment, unfortunately, is realizing that my classroom is often stuck in the A category of the model. I'm great at enhancing my lessons with technology, but I look forward to diving into the M and R to attempt to transform my classroom.

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After completing this activity it was obvious that what is being modeled is this SAMR model. By watching the video, it served as a substitution to provide information. We were able to explore the information on our own which is an augmentation of traditional educational methods. Then I was able to look at examples to modify and redefine my own lessons or redefine them for student engagement.

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My "a-ha" moment was in realizing that I will not always be teaching in the M and the R but the more comfortable and rote that the S and the A become in my teaching I should start moving toward the M and the R so that student engagement and learning opportunities are enriched.

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The Ken Robinson video had a lot of great information. I liked how he said we need to personalize education to the people we are teaching and how this is the answer to our future. This ties into the SAMR model because it's all about finding different ways to excite kids and make them love learning. If teachers are excited and love what they do, kids will hopefully love what they do too. Using technology in our lessons, instead of always doing paper/pencil worksheets, is a great way to personalize student learning and create passion in our students. There were SO many links in step 2 to look at. These apps/websites can be integrated into the different parts of the SAMR model to engage students, give them the opportunity to be creative, and experience different ways of learning.

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The SAMR model is a process that we must scaffold with our students, just like any other kind of learning. Each step builds on the other, all with the goal of technology enhancing our students' learning.

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My "aha" moment was from the Ken Robinson video. I thought it was very interesting how he compared the education to an agricultural system. Every student needs opportunities to be successful, and that will not look the same for every student. Technology, while it doesn't' replace curriculum, can help us as educators to provide those unique opportunities for our students.

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My a-ha moment after completing the 3 steps was that I need to find more ways to move into the M and R category in the SAMR model. I know it won't be like this for every lesson I teach. Looking at the links in Step 2 gave me ideas that can help me think deeper about how I can incorporate different resources to move into the harder categories in the model. There are many ways to improve student engagement and enhance their learning in the classroom.

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I ended up watching Ken Robinson's entire video and found the Ted Talk to resonate with my own experiences as a student.  We are lucky to be teaching at such an exciting time to find resources to help students find who they are.  Technology opens the door for more resources and creativity.   I enjoyed looking at all of the tech tools and how they could be used in each step according to Bloom's Taxonomy.  One of my colleagues used SeeSaw, and I saw how I could use that to help students build knowledge on a deeper level with the tools that inspire creativity.

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My a-ha! moment was when  Ken Robinson said "And the reason so many people are opting out of education is because it doesn't feed their spirit, it doesn't feed their energy or their passion." I thought about how my main goal in teaching is helping students see their passion and their self worth.  I thought about how the access to more creativity and understanding of multi-intelligence practices can help feed my students' passions, and find a meaningful life.

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I found that going through these steps to mirror the SAMR model in that it helped me to build off of something I was already so familiar with and then expand my learning to understand a new conception. This gave the opportunity to apply the same model to my own teaching and analyze my lesson plans and the lesson plans of others differently. As echoed by my peers, this process better defined what scaffolding can and does look like within the classroom. I found the video to be particularly helpful because of the visual comparison to Bloom's Taxonomy.

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I touched on this a bit in my other comment, but the comparison to Bloom's Taxonomy was when the light bulb truly came on for me. Equating this model to something I had studied and felt comfortable with was so helpful and allowed me to see the progression better than reading about it. However, my "a-ha" moment was when I used this model as a lens to look at my own lesson plans and evaluate what I needed to improve on. This acted almost as a reminder that just asking them to collaborate on a word document can truly expand their learning and take the lesson plan from something that could fall under "S" or "A" and turn it into an "M". Additionally, looking at "R" and the brief examples they used I can see all the possibilities for lessons within the classroom and it's not reinventing the wheel by any means, a lot of times it's allowing students to take control of their learning and allowing them to be creative with it.

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I'm beginning to look at the SAMR model as a spectrum, rather than an either or type of model. I'm also starting to see that a teacher's preparation and preparedness is essential into moving towards the R along the SAMR gradient. All of the links, if used quickly and without purposeful thought, can be a simple substitution for an activity, but when teachers have studied and prepared the technology, students can receive suggestions in how to transition it from the S part of the model to the R.

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The SAMR model is what is being used with this activity and it has shown how it can be used to enhance student learning. The use of technology as a way to deliver information through the use of videos or other avenues is one step in the SAMR model and then building on this through other resources that can dig deeper is key. Even this blog post provides another opportunity to share ideas promote discussions.

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I think one of my biggest "a-ha" moments was the fact that previously I would look at if a teacher is using technology more in their classroom then they have it figured out! There students must be getting more out of it. However, that is not always true. If technology is just substituting a form of deliver, for example - accessing textbooks online versus having the physical book, then we really are not enhancing student learning. If technology is being used in an effective way to further engage students or to have them expand on what could have otherwise been accomplished, that is when true learning can be achieved under the SAMR model.

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My a-ha moment was in the TED Talk from Ken Robinson. He described education today as manufactured, when it should be organic. Deep learning occurs when students discover it on their own and grow into the knowledge, rather than just receiving the knowledge from a teacher. If we begin to sow strong educational habits into students early, they can latch onto those habits and cultivate them into a rich and hard working educational life.

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The connections I've made are that the SAMR model is basically a guidance of how to implement technology into your classroom and enhance student achievement. With veteran teachers who are maybe not as familiar with technology tools or else a brand new teacher who isn't sure what technology tools can be used to help student achievement, Substitution would be the first step to take to incorporate technology in your lessons and activities. As educators become more comfortable with technology, going to the next level would be augmentation. Then, making transformations with technology and new creativity would be the modification and redefinition stages!

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An "a-ha" moment for me is that you don't need to be very advanced into implementing technology into your classroom. You don't have to use the big complicated tools you don't necessarily feel comfortable with. Really, educators just need to be open to trying new things and venturing out with technology. Students may even know more about technology than us teachers, so be willing to learn from students and accept help from them as well!

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I think the biggest connection I see is using the SAMR model to make school or make your subject more interesting. In the Why Kids Hate School video it talked about how kids don't like school because it's boring and they think most of it won't apply to them in the future. If we can change our lessons to better hit the M and R levels, now we're making learning tasks more fun and relevant and engaging. It's even better if we are using technology to modify or redefine the learning objective or the task we're asking them to do, because technology is relevant to them and will certainly be in their future as adults.

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One a-ha moment for me came from watching the Re-Imagining Classrooms video, there were many points that were intriguing. One of those was that it is OK for teachers to release the power. We don’t have to be a complete expert on a new app before letting kids use it. It is OK if they become more knowledgeable on a topic than you through free study time. That really resonated with me and made me connect with the SAMR model because if we are redefining our lesson and learning activities, that means we are giving our students a better opportunity to become experts in something they're interested in. It is OK to redefine our lessons to let them investigate topics they care about and relate it to what we're doing in class.

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To me, the SAMR model is a tool that we as teachers can use to improve our teaching and as a result improve student engagement and comprehension. The whole model makes complete sense. Striving to make our lessons meet the M or R level will completely elevate the learning going on in our classrooms, because we are taking basic learning objectives and redefining the way students will meet them. These redefined ways should be more engaging, exciting, and meaningful, and incorporate technology where it makes sense to. One thing I've learned from the links and videos is that we shouldn't force technology, but use it where appropriate in a way that is actually enhancing the lesson, not just substituting it to do the same thing they could do without it.

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My "a-ha" moment that stuck with me was from the videos and it's that teaching is a creative profession. That came from the video Why Kids Hate School. It really gave me a new perspective on my job. It doesn’t have to be cookie cutter lessons from the book, we have the ability to make learning come to life through creative means. Again, the SAMR model is a tool that will help us actually do that and actually put it into action. This concrete tool shows us the difference between having students just do the same task in different ways and totally modifying the learning task to better meet their needs/interests. That's how we can be more creative as teachers.

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When connecting the 3 steps together it was clear to me that we need to make a shift in education and tailor our instruction and technology use to give students the opportunity to realize their dreams and allow them opportunities to flourish in the classroom based off of how we are integrating technology. There are several technology tools that can be incorporated into our everyday curriculum that would align our instruction with the goal of driving student learning to meet their individual needs and allow them to have a more individualized learning experience. The SAMR Model gives us a guide to start making our way toward enhancing our lessons with intentional planning so that we can guide students. The SAMR model gives us an opportunity to start now and use the scaffolding that will take place gives us as teachers the steady integration of technology that would be meaningful to student learning.

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My aha moment came from watching the videos and how we as educators need to transform our classrooms from a place of "Kids Hating School" due to a one size fits all mentality to a shift of more individualized learning that can come from appropriate use of technology and setting students up for success by meeting their individualized needs and interests.

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The biggest connection I see between all of the link, videos and SAMR model is that technology can be used as a tool and resource to enhance lessons, reinforce lessons, and make them more engaging. We have so many resources available to us to use to modify and enhance the lessons we have been teaching for years. Technology can be used as another source of information and give students another way of hearing the information. Modifications to old lessons using new technology is a great way to keep the students engaged. It is important to not replace you teaching with technology, but to use it as an extra resource to the lesson.

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I would relate the SAMR model to myself as a teacher in terms of technology. I think where a teacher is on the SAMR model displays where they are at in their comfort level with technology. For example, substitution would be similar to using IXL as a supplemental activity in our first grade room, whereas redefinition would be online book reports, book reviews, and incorporating synchronous teaching. I think of myself as a first year teacher (or the older teaching staff in our building) at the beginning level. Technology is used, but isn't always a modification or redefinition. As years progressed, I am now much more comfortable with completely online teaching materials and allow my students to do very creative projects online as six and seven year olds. I think as education shifts, we all need to hit a very comfortable level of technology as there are virtual resources and platforms available that align with our standards and curriculum allowing more room for creativity and organic work, as Ken Robinson stated in the TedTalk.

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My "a-ha" moment is that you don't need to use all the technology tools in your classroom. You need to use tools that are going to enhance your lesson and serve a purpose. Overwhelming students with all different types of activities and technology is not going to help them learn the topic. Sticking to a few resources and making it count towards the learning goal is what the students need to be successful.

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My "a-ha" moment was understanding that we don't need to be a master of technology all of the time, but also realizing that the redefinition stage needs to be met in the classroom consistently enough so students can explore, create, and think organically more often (especially at the elementary age). The school I am in does not have a STEM program or anything similar, so I feel it is my responsibility as one of the only "new/young" teachers to incorporate more technology to enhance a lesson. This made most sense to me during the TedTalk. I think this helps students enjoy tougher subjects and also helps shift education out of the "traditional" practices into more modern models.

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The link I see between these three steps is that one must first feel engaged before they can take the time to explore and then to connect. Once you are engaged in a topic, you want to explore it more. That is where the desire to learn comes from. After exploring, you can take it the one step further to build your technology into your lessons and make it the best implementation possible. If you aren't engaged to begin with, you will just give out some tech that may not engage your learners, either.

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I had not actually heard of the SAMR model, but I realized that it is what I already do as a teacher. I want my lessons to Modify and Redefine student learning. I especially see the need for this in my Social Studies lessons because our curriculum is very old and outdated.

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By going through all three steps so far we are starting to see the possibilities of how education can change through the thoughtful implementation of technology in our classes. It is important for us to be aware that technology by itself cannot enhance a lesson, it has to be a carefully considered element. Each of the step is meant to open educators to the possibilities of tech in the classroom.

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In social studies I like how the state standards, especially for high school geography already implemented elements of technology. I see opportunities in the other courses that do not have as much integration with technology.

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The connections that I have drawn between all three steps from this activity are that it all centers around ways to grow student learning and engagement. This includes a shift, as stated in the TED Talk, from school being "industrial/mechanical" to "agricultural/organic". The links provided in step two offer technology tools that can support that switch to a more organic learning environment. Mechanical/industrial learning would definitely be lower level learning, in terms of Bloom's Taxonomy. Switching to a more organic learning method will elicit higher-level thought processes that also produce higher-level thinking in terms of Bloom's Taxonomy. Using technology tools to aid in this process, such as those offered in step two, will lead to lessons moving deeper into the SAMR model. That includes moving from technology tools as a substitution in a lesson, to having those tools actually redefine the lesson.

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One of my ‘a-ha’ moments was seeing the SAMR model aligned to Bloom’s Taxonomy. Our school, as are most I am sure, is really big about challenging teachers to move towards high-level Bloom’s Taxonomy lessons that incorporate critical thinking, having students create and evaluate, rather than focusing on definitions, and memorizing names/dates/etc. I had heard of the SAMR model before, but it was eye-opening to see how it aligned with Bloom’s Taxonomy, and how different ways that teachers enhance lessons by incorporating technology tools into lessons can help raise the rigor and depth of the lesson. I also really enjoyed looking through all of the hyperdocs that were linked on the Pinterest link in ‘step 2’. I will definitely be using a few of those, especially as my school is currently in distance learning mode.

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I think that technology is something that needs to be used with purpose.  I have seen several teachers using technology just because "it is the new trend," or they fell like they have to.  I think that the SAMR model is a way to unleash technologies full potential.  Substitution could be the first step for teachers who are not as familiar with technology.

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I really didn't realize how much technology was out there, and I also didn't realize how much I was using already. I have reflected on my last 5 years of teaching and I can't believe how different I use technology in the classroom. I went from using no device's in the classroom to 1 to 1 iPad's for first graders to explore. I also believe that teachers and school districts are being "forced" to expand their technology to meet the high demands of Online Learning.

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After viewing the video, studying the links and then viewing the SAMR model website it is evident that you walked us through the SAMR model (which I didn't even realize until viewing the SAMR resource). I felt that it was a very user friendly way to give us a working understanding of the model itself, although I'm sure that many of us in this class have utilized this model unintentionally throughout our career(s) and/or experiences in education.

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I would say that my biggest "a-ha" moment from this exercise is that the SAMR model provides a more solid ground as to the why behind my Distance Learning teaching practices. I have substituted how I provide information to my students and their families using new learning tools and videos instead of direct instruction face to face. I have used technology as a direct substitute for my "typical" mode of teaching/practice opportunities and redefined how I view instruction in this new age of teaching and learning.

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I really like the connection to passion and purpose. All too often I see colleagues using technology as a babysitter or because of a mandate. If we don't have the passion and intent behind it, students will pick up on it and it won't be a meaningful exercise.

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The SAMR model is new to me, but it was really helpful to see this broken down. It's really easy to fall into the trap of only substitution, especially now during distance learning when we're often scrambling to make everything work. I think it's a really good practice to quickly check this before using a lesson to see which level it falls in.

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After watching the video, and viewing the links I understand the SAMR model a lot better. Before the video and the links I had no idea what the SAMR model was. Without even knowing it I have used this model before and never knew it. I really like how the video and the links are all tied together. I really like the Pinterest link and how there are so many different boards to view and tools! That will be very handy in the future! I also really liked the Best EdTech of 2018 link and that it gave some really good learning tools. I have heard a lot of teachers using Khan Academy before and it has a lot of good reviews. I am excited to use these links in the future as they will be very helpful!

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My "a-ha" moment was that I had used the SAMR model before and did not even know it. The SAMR model is new to me and I really liked how it is broken down.

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Previous to either of these videos, I wasn't completely sure how to use the SAMR model. As a new part of the Tech Team at my school, I am well aware of the SAMR Model. It wasn't until searching through these links and watching the video to better understand the many different technology options in the classroom.

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As Ken Robinson states, "life isn't linear...it is organic. We are obsessed with this linear focus and think everyone needs to go to college." As the world of technology continues, it should not be our focus to push everyone towards the same path. Learning is life long and SAMR is used for every thing that we do in life. I could not agree more with Ken and his talk about college and the paths that each of us take.

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The SAMR model walks a person through how to start using technology appropriately in the class lessons.  I learned a lot going through some of my past lessons and identifying how I was using technology.  I have noticed a positive shift towards the M and the R during the last school year and this fall with the current pandemic.  We are needing to get more creative and really focus on the purpose of our lessons, the resources we're using and what we ultimately want our students to know by the end of a lesson.

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Many of the lesson that I'd presented in the past were very shallow and really only related to the S in SAMR. Early on, I really did think that just by using technology, I was ahead of the game and progressive. I've learned a lot over the past year and how to really incorporate technology efficiently and successfully.

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All three steps require you to be creative and willing to make adjustments. I really like how the model focuses on reflecting and making adjustments. Many lessons are good lessons, but they could be made even better by making very small changes. I like how the SAMR model easily shows you how to make simple changes. Critical thinking is such an important skill for both the students and the teachers. I think that's the biggest connection between it all. If we critically think about what we are doing we can make more complete lessons that will enhance learning.

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My "aha" moment was that this isn't a huge change to the lesson. Making one small adjustment can change the lesson entirely. I thought implementing technology would be a huge task, but it really isn't. I think there is a "fear" when people mention technology. I, myself, sometimes feel overwhelmed by just the idea of adding it. This activity showed me how easy it is to actually implement technology into lessons.

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Technology and SAMR are the future of education. Especially in our current reality.  I am a first year teacher so everything is new for me. Luckily,  my PLT has shared a lot of curriculum with me from their years of experience. My role on the team is using my technology skills to enhance and transform older curriculum to fit the need of full distance learning for the 21st century learner.  These steps are all connected in the moving of this process to transform education as we know it.

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My a-ha moment is that I have been mostly working to enhance the lesson plans that I have and I have not really focused on transforming my content. I hope to focus on this and use the SAMR model to help me in this transformation. After going through this activity, I have learned that this process is not as challenging when I just use the steps outlined and that there is so much technology that offers opportunity.

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I learned that there are a variety of ways students can show you their level of understanding with the use of technology. These are 21st century skills that can be implemented to prepare students to grow up with comfort in using technology by possessing and growing through experience with technology. 

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I learned that there are a variety of ways students can show you their level of understanding with the use of technology. These are 21st century skills that can be implemented to prepare students to grow up with comfort in using technology by possessing and growing through experience with technology. 

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Hli Gy Kue

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My "A-Ha Moment" was that there are resources out there! If I continue to explore and practice it, it may and will get easier. These are 21st century skills that is necessary for our future generations and this ever-changing field of exposing children to technology is a must learn- even educators.

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Sir Ken Robinson and the SAMR model are both about transforming student learning. The SAMR model offers a method to better understand how technology can have a real impact on teaching and learning. Thus, it helps the teacher understand that integrating technology does not mean using technology at all costs but engaging the student in their learning. Technology therefore becomes a tool to achieve this goal.

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My aha moment was when I realized that we may have done more to complicate decisions about technology in the classroom than to simplify them. There is a lot of nuance to understanding student learning and how to effectively use technology in and outside the classroom. But one thing is sure: Technology can be a tool for worthwhile educational experiences.

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The connection that I see between the three steps really can be summed up by a quote from Ken Robinson in the TED Talk. Robinson says "When we look at reforming education and transforming it, it is isn't like cloning a system...It's about customizing to your circumstances and personalizing education for the people you're actually teaching." There is so much technology out there that it can be overwhelming to try to pick something to use in your classroom if you just throw a dart against a board full of tech applications. You need to customize it for your students and that changes from year to year. Step 2 is full of useful resources, and not a single one will work exactly the same for every class. This is why it is so important to understand the SAMR model and to learn how to modify and redefine how we use technology.

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My big "a-ha" moment was when I realized that using technology in the classroom is all about finding what works best for your students. I teach in an ALC with alternative education students who think differently than most typical students in terms of how to show understanding. Technology is a tool that can be used to enhance learning, but if used incorrectly for the audience you are teaching, it will detract from learning instead. Differentiation has been a key buzzword in education for a long time. I have long recognized the importance of differentiating instruction to make sure all students are learning. I don't think I realized how to effectively use technology to do this before I understood the SAMR model.

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The topics and ideas through building a lesson and going through the SAMR process are so timely.  Because of the shift to and from distance learning, finding ways to incorporate technology in lessons and differentiate has become even more important than ever.  It's interesting to tackle a task through the technology lens in different ways -- it's more than just "using" a smartboard -- and teaching the skills necessary for students (and teachers) to complete tasks using the tools at hand is vital.

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I read it above - but agree whole heartedly - technology needs to be used with purpose. I believe this even moreso now than I did in my pre-pandemic teaching days.  By using the SAMR model to implement strategies to impact student achievement and success, we are able to hone in not only their academic skills, but also their 21st century skills.  One thing we continue to talk about is to choose one or two technology avenues and get really good at them -- a lesson doesn't need to contain 9 different apps to be successful.

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I really enjoyed the TED talk in this unit. One quote that stuck out to me, and actually made me go back and listen to it again was: "It's about customizing technology to your circumstances and personalizing education for the people you're actually teaching." That quote talks a lot about how the use of technology is more than just providing a link/video into a lesson. As a 2nd grade teacher, I need to be intentional about what types of technology I choose to use with my class. I want their experiences to be meaningful and appropriate. The more time I take to be creative and intentional with technology implementation, my lessons will go deeper into the SAMR model. The SAMR model links directly with the 21st century skills that we want our students to have. I think I sometimes underestimate my students' technology skills. They are constantly surrounded by technology, and are better users of it than most adults! Looking at the SAMR, it was a good reminder for me to use their technology skills for purposeful learning.

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My biggest 'ah-ha' or takeaway from steps 1-3 was being reassured that I don't have to jump into the 'R' of the SAMR with every lesson right away. It's okay to start small!

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From watching the video in step 1, exploring the links in step 2, and reviewing the SAMR model, it is evident that the use of technology in education not only benefits students but also teachers. Technology engages students and makes them eager to learn; technology instills essential 21st century skills which prepares students for the working world. Technology can also eliminate some of the stress teachers experience by allowing teachers to easily create fun and engaging lesson plans.

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After completing steps 1-3, an "aha" moment of mine is that there is an invisible line between the first two stages of the SAMR model (substitution and augmentation) and the last two stages (modification and redefinition). Teachers should strive to work above the line by incorporating technology in their classrooms through the modification or redefinition stages. By working above the line, teachers are transforming their curriculum.

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I loved the Sir Ken Robinson video and watched it a couple of times. I appreciate the focus on transforming student learning experiences through the use of technology and innovation. The tech tools in step 2, as well as the use of the SAMR model, further support teachers in integrating technology into their teaching. The SAMR model is a supportive approach to walking teachers through the implementation of new and enhanced lessons through the use of many of the tech tools listed in step 2.

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After completing steps 1-3, my biggest "a-ha" moment was learning that I actually know more about integrating technology into teaching than I thought I did. Because I do not teach in a classroom, I have always felt that I don't have much background knowledge of the benefits of using technology to enhance lessons; however, I am familiar with many of the tools presented and have used them in some way or another.

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I think the connection between the steps is allowing students to take control of their learning. Students need to be provided more assessment options to demonstrate understanding that fits their mode of thinking. Also, students need to be provided with more pathways toward graduation and technology is a great tool to provide it for students

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Didn't really have an a-ha moment, but it did put into words what I tried to do in my classroom with technology. I don't believe technology can cure all problems but it is definitely apart of the solution to solving problems in education.

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While taking a closer look at the SAMR model, I realized it's not as daunting as it may seem at first. I am comfortable with technology, but originally doubted how high my technology use was climbing within the SAMR model. After seeing some examples and taking a closer look at my lessons, I realized that many can be easily brought to a Modification level with some simple changes. It excites me to bring that level of exploration and discovery to my students through technology and be well on the way to the level of Redefinition which can facilitate so much creativity.

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After viewing and listening to the resources for this lesson, I believe the connection is simply, 'redefining education.' Learning should not follow a "one-size-fits-all" model and help students to explore what they're best at and capable of. As we move closer to the "Redefinition" level on the SAMR ladder by experimenting with edtech tools of today, we allow students to be creative and explore what they are good at as well as what they're passionate about.

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All of these steps are transformative in the way that we implement technology in the classroom. Technology can be really expensive, and if it is just a substitution tool, then technology is not serving its purpose. The steps are building off one another and hopefully we can have more redefinition integration as we move forward with technology in the classroom.

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My a-ha moment is that I need to be more aware of which step I am in of the SAMR model for my activities. When I looked back at my lesson plans from fall semester, most of my activities fell into the enhancing stage. I barely had any in the transformative stage. Moving forward this is good to know and when I do assign activities, I can be more aware of how successful I am using technology effectively.

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After watching the video and exploring the links, I think the main connection is to rethink how we are educating kids. Ken Robinson talks about how our schools are currently set up in a linear way or a way kids need to conform to, but instead we should be redefining and reframing schools for kids. There are so many tools and different ways to accomplish a task available to us and as educators we should be using what we can to help make things interesting and engaging for the kids.

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After step 3, I am realizing that when I use technology in my classroom, I'm not using it as effectively as I could be. For example, I seem to use technology to substitute versus really transforming the lesson. I spend too much time in "enhancing" and I really want to move toward transforming. I've tried some technology that could be considered "transforming" but can do better.

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The Ken Robinson Video explained the new wave of future education and how it should evolve. By creating an environment for students to flourish is by using technology. It's a tool that will help customize and personalize learning. In the ways we look at technology and flourish education is the SAMR model has created a guide of some sort to help educators to go down that path. By using the different apps that they had listed provides more of those opportunities to personalized our curriculum. These are the stepping stones for our future of education.

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My "a-ha" moment is how the SAMR model is can be intertwined with the Bloom's taxonomy model. The different levels that can be reached for higher order of thinking can be enhanced with incorporating technology in a positive way to create personalized learning.

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Jackie Bymark                             I really like the SAMR model for teachers because it really is important that technology that is integrated is purposeful and intentional. I can very much see how teachers get "stuck" for lack of a better word, in the first two and crossing over that line is what really is meaningful for students. What really is the purpose of technology? I like how the model is a pretty simple description and tool for teachers to start to have meaning behind their work and to provide a true learning experience for students.

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Jackie Bymark                             I really like the SAMR model for teachers because it really is important that technology that is integrated is purposeful and intentional. I can very much see how teachers get "stuck" for lack of a better word, in the first two and crossing over that line is what really is meaningful for students. What really is the purpose of technology? I like how the model is a pretty simple description and tool for teachers to start to have meaning behind their work and to provide a true learning experience for students.

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There is a difference in just using technology just to have it and say it's there, and it being useful and meaningful to the student.

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I really like the SAMR model for teachers because it really is important that technology that is integrated is purposeful and intentional. I can very much see how teachers get "stuck" for lack of a better word, in the first two and crossing over that line is what really is meaningful for students. I really would like to cross the line and be able to incorporate technology is a way that makes a difference to the student.

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The SAMR steps is like a Bloom's Taxonomy for technology. It shows how by how we use the technology we can achieve different levels of thinking. While I was in high school we got ipads my senior year. A lot of the teachers really hated them because everything we had technology wise wasn't compatible. I remember towards the end of the school year it felt like a lot of teachers were making up lessons to prove that they could come up with a way for the ipads o be used. In many cases these were substitution or augmentation at best.

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My "a-ha" moment was from the Ted-Ed video and the comparison of current school methods being factory like and that we need to reform to a more organic system. I've heard similar comparisons before. One struggle I have with this is that theoretically that sounds great to have personalized and individualized learning formats, but I'd like more concrete information on how to implement it. I think incorporating more higher order uses of technology is a good first step, but we also have to look at how schools are set up and how they run (infrastructure, class schedules, standards, testing, etc.).