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https://padlet.com/marcia8/vlahapl3xadw

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What do you want to occur within the learning environment and community?

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SAMR is a model designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology.

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Technology allows for the creation of new tasks that were previously inconceivable

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Technology allows for significant task redesign

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Technology acts as a direct tool substitute with functional improvement

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Technology acts as a direct tool substitute with NO functional change

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Description of each level and year of implementation

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Description of each level and year of implementation

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Answers "How the technology is integrated within the learning environment?"

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How can technology help facilitate this goal?

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An incremental technology integration model designed to lead to better learning outcomes for students. SAMR is about the task NOT the lesson.

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1. What is the ideal resource you would like to use to complete this task.
2. How can you use this resource to meet the level?

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Use Google Earth in place of an Atlas


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Note Taking: YEAR 1
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 Augmentation
Augmentation: YEAR 2 - Enhancement
Augmentation:  YEAR 2 - Enhancement
Technology acts as a direct tool substitute with functional improvement
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Marcia 2d
Use Google Earth to measure the distance between two locations


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 Modification
Modification: YEAR 3 - Transformation
Modification:  YEAR 3 - Transformation
Technology allows for significant task redesign
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Marcia 2d
Use Google Earth layers or Streetview panorama and 360 to research cities


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Note Taking: YEAR 3
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 Redefinition
Redefinition: YEAR 4 - Transformation
Redefinition:  YEAR 4 - Transformation
Technology allows for the creation of new tasks that were previously inconceivable
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Marcia 2d
Use Google Earth to narrate a virtual tour of a place that would otherwise be inaccessible and share online.

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General Overview of SAMR:

SAMR is a model developed by Dr. Ruben R. Puentedura to frame the use of technology in the classroom/learning environment. SAMR stands for Substitution, Augmentation, Modification and Redefinition.

SUBSTITUTION: Technology acts as a direct tool substitute, with no functional change.

AUGMENTATION: Technology acts as a direct tool substitute, with functional improvement.

MODIFICATION: Technology allows for significant task redesign.

REDEFINITION: Technology allows for the creation of new tasks, previously inconceivable.

The SAMR Model was introduced by Ruben Puentedura in 2006 in collaboration with the Maine Department of Education and their learning technology initiative. The model describes the life cycle of technology integration. It is a good framework to refer to when reflecting on how well we use technology to enhance learning. https://digitallearningteam.org/2012/06/07/the-samr-model-enhancing-technology-integration/
For more information on the SAMR model in general, visit Dr. Ruben R. Puentedura's blog at: http://www.hippasus.com/rrpweblog/

The Substitution Level:

At the Substitution level of SAMR, technology is acting as a direct tool substitute. Substitution is the first, and most basic level of bringing technology into the classroom. You can think of Substitution as a basic tool upgrade. While it can save the teacher and student considerable time, it is a low level of technology use and student engagement. Most current instructors embrace and utilize the Substitution level, as much as possible. Smart phones, tablets, desktop computers, web sites and software can go a long way to help instructors save time, and have a more meaningful interaction with their students.

Here are some examples of Substitution in the classroom that I brainstormed:

Using Word or Google Docs, instead of writing an assignment

Using Powerpoint or Keynote, instead of verbal presentation

Sketching on a computer, instead of on paper

Reading a paper or book on a device, instead of a printed book

Taking a quiz online, rather than printed

Coloring in the United States online, rather than a coloring book

Watching a video of sports instruction, rather than watching an instructor in person

Journaling in a Google doc, rather than writing in a paper journal

Taking notes on an iPad, rather than on paper

Emailing an assignment, rather than handing it in physically

For more ideas on how SAMR can be implemented through all four steps, check out this blog posting: http://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/

Pushback/Discrediting of the Substitution Level:

It has been suggested that Substitution, being the most basic application of technology to learning, can be lacking in student engagement and use of technology. Embracers of the SAMR model strive to move up the ladder in their use of technology in the classroom. The ultimate goal being to apply the Redefinition level within their learning environments. Conversely, I feel that simple technological substitutions in the classroom are not only crucial in this day and age, but of great value to both the teacher and the learner.

Here are some reasons why the Substitution level is a powerful tool in education:

Reduces the carbon footprint, by reducing and/or eliminating paper and ink

Makes the material accessible globally

Saves time and resources for both student and instructor

It's the easiest level for the instructor to implement, and the student to participate with

Students and instructors are familiar with this phase of SAMR, and it therefore provides a strong foundation upon which to build the learning process

While I chose to explore the Substitution level of SAMR, here are other links that will explain the other three steps of SAMR (Augmentation, Modification, and Redefinition).

For more information on each step:

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The SAMR Model at the Substitution Level

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General Overview of SAMR: SAMR is a model developed by Dr. Ruben R. Puentedura to frame the use of technology in the classroom/learning environment. SAMR stands for Substitution, Augmentation, Modification and Redefinition. SUBSTITUTION: Technology acts as a direct tool substitute, with no functional change. AUGMENTATION: Technology acts as a direct tool substitute, with functional improvement....

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1. What is the ideal resource you would like to use to complete this task.
2. How can you use this resource to meet the level?

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1. What is the ideal resource you would like to use to complete this task.
2. How you can use this resource to meet the level?

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ThingLink because it provides users with the ability to turn any image into a multimedia rich interactive graphic

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1. What is the ideal resource you would like to use to complete this task.
2. How you can use this resource to meet the level?

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http://www.schrockguide.net/samr.html

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Dr. Puentedura graciously Creative Commons-licenses some of his papers to allow for reproduction on other sites with attribution.

I have taken one of the PDF files and turned it into a slideshow below. I have included links to the original PDF files in case you want to download it from Dr. Puentedura's site.

Bloom's and SAMR:
​My thoughts based on the work of R. Puentedura, A. Churches and L. Nelson

I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). A visual to illustrate that follows.

Educators will argue they have seen redefinition tasks that only target the remembering level or have a creative assessment that is only at the augmentation level. Of course that is true, but I believe we should be planning for technology tasks, activities, and assessments that include both the higher levels of Bloom's Revised Taxonomy and the transformation area of the SAMR model.

My vision of how the Bloom's and SAMR models work together and intersect follows below.

Bloom's and TECH: My thoughts

Work by others

Videos by others

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SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and ...

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1. What is the ideal resource you would like to use to complete this task.
2. How you can use this resource to meet the level

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SAMR -

A Guide for Bringing the SAMR Model to iPads

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When used effectively, iPads can develop thinkers and problem solvers. They can be used to transform learning inside and outside of the classroom, and offer limitless opportunities. Many educators are effectively integrating technology in the classroom using iPads to achieve the 4C's, or "super skills," that digital learners need to compete in our global society.

But in order to do that, the focus has to shift from apps to content: that's when true redefinition takes place. When my district rolled out our iPad initiative in 2012, teachers thought they needed specific apps for every content area. Eventually, we ended up with literally thousands of apps in our portal. This was extremely overwhelming, difficult to manage, and eventually, a turn-off for teachers.

Are you ready to adjust your teaching for this new learning revolution? Let me take you inside the idea of SAMR with a helpful metaphor: Starbucks. The simplest way I know to describe the levels in the SAMR model is using a visual created by Tim Holt, who uses Starbucks as a unique way of looking at the model.

Image created by Patricia Brown.

What's the SAMR Model?

The key to powerful and authentic technology integration is selecting digital tools that are appropriate for the task. One way to measure this is through the SAMR Model, which was developed by Ruben Puentedura to provide educators with a framework for successful technology integration. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. The SAMR model allows you the opportunity to evaluate why you are using a specific technology, design tasks that enable higher-order thinking skills, and engage students in rich learning experiences.

SAMR is like looking at a menu. You have so many choices: substitution, augmentation, modification, and redefinition. Sometimes you want a latte, sometimes you just want that plain cup of coffee--you have the opportunity to pick a new menu choice as often as you like, depending on the task, the content area, or the level of student engagement.

Image created by Tim Holt.

Substitution: Same Task, New Tech

At the substitution level, you are substituting a cup of coffee that we could make at home or school with a cup of coffee from Starbucks. It's still coffee: there's no real change. Reading a book on the iPad would be considered substitution, as you are simply substituting a handheld book for a digital book. Taking notes or writing an essay using Google Drive or Evernote instead of using paper and pencil are other examples of substitution. Although these activities engage students and enhance learning, the level of tech integration is low: teachers are just substituting technology for things you could do without technology.

Augmentation: Improve the Task with New Features

At the Augmentation level, you are taking regular coffee and making it better by adding ice, or a little cinnamon on top. We didn't change the coffee, but it tastes better because we augmented and enhanced it with additional ingredients. With a digital book, students can click on a word and get a definition, synonym, or a link that may take them to more information about that subject area. While writing, they can highlight a word, spellcheck, customize and format font.

Skitch or PicCollage are both great apps that allow you to augment learning by annotating images. Students can find objects in the classroom, take pictures, then label their work, whether it be math, word work, or science. Using a video camera app students could complete a fluency bootcamp, where they would record themselves reading a passage, and play it back checking for fluency and expression. Although these examples enhance learning, the tasks do not change.

Modification: Changing the Task

At the Modification Level, we add some bells and whistles to the augmented coffee. We add a little whipped cream, caramel, and some special flavoring, and we now have a salted caramel mocha with a fancy design. At this level, technology allows for significant task redesign, like collaborating in real-time using Google Drive. Students are motivated to write for their peers and engage with a global network. To use technology to modify learning, we add multimedia through video, sound and audio. Students could create a soundtrack in Garageband for a multimedia presentation. Students could use iMovie App to create iMovie Book Trailers, or digital stories using the Videolicious app. Modification involves changing the task, and personalizing the project.

Redefinition: A Whole New Task

Finally, at the Redefinition level, we are ordering a pumpkin spice latte, redefining a regular cup of coffee to something you can only get at Starbucks. We are completing a task that cannot be done without the use of technology. I compare redefinition to the higher order thinking levels in Bloom's Taxonomy like analyzing, creating, and evaluation. The students are researching, sharing, collaborating, and connecting with not only their classrooms but with classrooms around the world. They are generating questions, and exploring topics and content using current technologies available to them.

Teachers are going beyond the four walls of their classrooms through virtual book club discussions through Hangouts, taking Virtual Field Trips to visit the white House kitchen to learn about nutrition, or talking with astronauts from Nasa to complement their space unit through Google Connected Classrooms. Students are developing mapping, critical thinking, and problem solving skills through Mystery Skypes, completing collaborative writing through Kidblog, and connecting to the world through social media like Twitter.

Our school used QR codes and Augmented Reality to make our annual art show interactive. Using a whiteboard app like Educreations, a teacher created an Array Hunt lesson to help her fourth grade students make a real-world connection with arrays by finding arrays around their school, then created a video to show their learning. Students are using iBook Author, or Storybook Maker to create their own digital books are more ways students can reach redefinition levels.

Using the SAMR Model in Your Classroom

As I studied more about the SAMR model, I learned that as we travel through the four levels of integration, the goal doesn't have to be to reach the redefinition level with every lesson. Sometimes all we want is the plain cup of coffee, and sometimes we want that Starbucks-only pumpkin spice latte.

Authentic learning does not fit in a one-size (or one beverage) fits all type of learning environment. The role of the teacher changes in a modern classroom, as our students can be curators and producers of content too. This involves a mindshift on both ends.

When you think about how you will use technology in your classroom, ask yourself these questions to determine where it lies on the SAMR Model.

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A Guide for Bringing the SAMR Model to iPads - EdSurge News

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When used effectively, iPads can develop thinkers and problem solvers. They can be used to transform learning inside and outside of the classroom, and ...

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Example

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SAMR to Blooms