These categories of the  SAMR model are ordered as seen in the picture below, at the lowest levels we are merely substituting a technological procedure for something we are already doing within the classroom.
 
 In our case “Substitution” would merely be using Google forms to quiz students in place of a conventional quiz. The change to student learning in filling out a digital quiz similar to google forms compared to one presented on pen and paper, is minimal, but can be slightly extended by the ability to provide a larger scope of resources such as video material.

When we start to consider Flubaroo though we move firmly into the “Augmentation” phase, by removing the need to physically mark each quiz we save time that can then be used to further re-inforce the concepts within the classroom. It also allows the ability to have students complete these quizzes outside of the classroom, receiving their results automatically or at the time of the teachers choosing.
 
 This can allow students to identify areas of focus on their own time, and while the potential for cheating does exist when quizzes are completed outside of the classroom, it does provide the connection that students need to confront their need to source answers from the internet or their books.

Unfortunately moving Flubaroo beyond the enhancement levels of SAMR presents some issues. Though tasks involving student lead investigations requiring the utilisation of data, either via surveys or polling of their classroom or population samples, can provide students with a way to quickly evaluate the results of their data sets for further analysis. Using Flubaroo’s ability to highlight poorly answered questions to assist in identifying potential issues with their methodology or general misconceptions with their area of investigation. 

References
Puentedura, R.R. (2012). The SAMR model: Background and exemplars. Retrieved from http://www.hippasus.com/rrpweblog/archives/000073.html

- Flubaroo date and time stamps each students' submission.

Students would be required to use both Google Forms and Flubaroo for this task.  As the students would be active, in control and creative in the development of this questionnaire and subsequent investigation, the MindTools framework tells us that this technology would be beneficial to students in their learning.

Students would require a sound knowledge of their subject matter to create an effective set of questions in Google Forms, to understand and analyse responses given through Google Forms and Flubaroo, and to begin to analyse results quantitatively using Flubaroo.

Flubaroo removes the laborious nature of data collection for students and teachers alike.  This means students could create more questionnaire based investigations, more often, to practice various aspects of research methods.  This makes Flubaroo a great tool for students in the classroom.
References
Jonassen, David H & Jonassen, David H., 1947-. Computers in the classroom (2000).  Computers as mindtools for schools : engaging critical thinking (2nd ed). Merrill, Upper Saddle River, N.J

Students studying psychology spend a good deal of time working with research, and may be required to conduct their own studies before presenting the data for interpretation. 

Flubaroo may be used as a useful tool for organising data collected by students. 

Example: Memory Unit

Students may decide to focus their research into areas such as memory; looking at aspects of human memory such as the forgetting curve, memory decline, or interference theory. 

Using a Google Form may offer students an easy way to generate responses to activities or questions they have generated in connection to these areas. Responses may be de-identified.

Then comes the difficult part; organising the data collected in such a way as to lend itself to interpretation and discussion. This is where Flubaroo comes in. 

The add-on is easy to use, so teachers can easily model its use to a class, or allow students to access tutorials. Once they know how to use it, Flubaroo will calculate percentages for response rates, identifying lower percentages that may be of interest to the students.

Students may also debrief participants through the use of the feedback function. 

Obviously, this method may be transferred into any learning area which may require the students to conduct research or collect data. 

Similar to the student use identified within psychology, Flubaroo may be used in subjects such as geography, where population data may be of interest.

It is harder to see how Flubaroo could ever be used by students within areas such as English or Literature. However, it may be possible. 

Considering social constructivism or student centred learning, I have often provided opportunities for students to generate their own resources and work together to enhance their learning experience. 

Example: 

I have often gotten students to generate resources which are to be provided to the whole class, focusing on specific areas of a text; themes, insights, events, characters, symbols. Specific students or groups may be given the opportunity to become an “expert” on a particular area. 

It is possible that students may be able to become active participants in the learning focuses for that specific aspect of the texts. 

Getting students to construct Google Form questions which the rest of the class respond to, drawing from their own understanding – with responses de-identified. Then we introduce Flubaroo. 

This might provide an opportunity for students to identify aspects of their area of focus which may signify areas of confusion for other members of the class. The end result may be student generated resources which are specifically catered to the class.

Marking and feedback processes in particular, have come a long way over the last few years, and yet many of us still don’t fully use the technologies afforded to us when it comes to these areas. However, there are a growing number of ICT tools available (University of Canberra, 2016)

Using technology such as Flubaroo, which is designed to assist in the marking and feedback process, can have a positive impact on both the teacher and the student. The amount of time and effort that is required in this area of education can often be daunting, and finding ways in which to ease this without jeopardising the end results, should be the focus of teachers and schools alike. 

Professional judgement clearly plays a role in the selection and usage of tools such as Flubaroo, but the implication is such technology can play a big role in providing students with timely feedback on assessments, something which plays a big role in improving the value of feedback (Weaver, 2007, p. 379).

References

 Lane, J., & Campbell, A. (2008). I Hate Marking: An Innovative Use of Technology to Ease the Marking Day Blues. eCulture, 1, 115-127. Retrieved from: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1067&context=eculture

University of Canberra. (2016). Online Assessment & Marking Tools. Retrieved from: http://learnonline.canberra.edu.au/mod/book/tool/print/index.php?id=660793#ch7352

Weaver, M. R. (2007). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31, 3, 379-394. Doi: 10.1080/02602930500353061

We have suggested the use of Flubaroo for both teachers and students. Whilst it is easy to see the reasoning behind teachers using a tool such as this, the reasoning behind student use may not be as clear. 

However, as teachers we are often striving to find different ways in which to get students interacting with the material we are teaching, and ways in which to promote their active participation in their own learning. 

The Universal Design for Learning (UDL) for instance, recommend catering for and being flexible when it comes to addressing the diverse learning styles of students. The guidelines address this through the creation of a framework within which teachers can work. 

1.      Provide options for perceptions 

         1.1: offer ways of customizing the display of information

         1.3: offer alternatives for visual information

4.    Provide options for physical action 
         4.3: Optimize access to tools and assistive technologies

Flubaroo can be provided as an option for collecting and organising data in student research projects. There will be some students that find that the way in which Flubaroo breaks down and presents data allows them to access the information far more readily. Also, when students come to looking at the data they have collected, Flubaroo allows individuals to organise the ways in which this data is presented.   

References
National Centre on Universal Design for Learning. (2011). UDL Guidelines 2.0. Retrieved from  http://www.udlcenter.org/aboutudl/udlguidelines/downloads.  

Weaver, M. R. (2007). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31, 3, 379-394. Doi: 10.1080/02602930500353061