Summary:
A
Guide for Bringing the SAMR Model to iPads was a terrific article to explain
the SAMR model in an easy to understand format.
Patricia Brown points out the importance of shifting from apps to
content when implementing new technology.
Apps can be very overwhelming; especially since there are so many
options available. The author explains
each component of the SAMR model by using a visual created by Tim Holt that
uses Starbucks as a comparison. The four
steps of the SAMR model are:
Substitution, Augmentation, Modification, and Redefinition. The author points out that this model is like
a menu. There are lots of different
options and you won’t always want the same thing. Like when at Starbucks, some days you may
want a plain coffee, while other days you may want a Pumpkin Spiced Latte.
The
first component in the SAMR model is Substitution. When you use a new technology in the
classroom to complete the same task, but incorporating technology you are using
substitution. For example, you would
have students type a paper using Google Drive rather than writing with paper
and pencil. This would be like ordering
a black coffee from Starbucks rather than getting it at home. It’s the same sort of coffee you could have
at home, but you bought it instead.
The
second component is Augmentation. This
occurs when you use technology to complete a task and that technology
incorporates new features that wouldn’t be available without the technology. So, relating to the coffee comparison,
instead of black coffee, maybe you add creamer or ice. It’s still the same coffee, but you’ve spiced
it up a bit. An example of Augmentation
in the classroom would be using a tablet to read books and students clicking on
words they don’t know and looking up definitions, synonyms, etc.
The
third part of the SAMR model is Modification.
This indicates there is an actual change to the task by adding in a
technology aspect. So, thinking of the
coffee, in this component, the augmented coffee has some bells and whistles
added to it. For example, the iced
coffee might have flavoring or whipped cream added to it. Thinking of technology, we could be using
multimedia to add video, audio, or visuals to projects using programs like
Garbage Band or the iMovie app.
The last part of the SAMR
model is Redefinition, which means completely changing the task at hand due to
the technology. Instead of just making
your Starbucks coffee fancier, you actually order something completely unique
and special to Starbucks like the Pumpkin Spice Latte. When teachers use modify their lessons for
the use of technology, they are going beyond the four walls of their classrooms
and requiring the students to use critical thinking skills. Students might have virtual book club
discussions, virtual field trips, or communicate with others by using Google
Hangouts, Skype, etc.
Reflection:
I would love to learn more
about the SAMR model. When I went to the
ICE conference in St. Charles in February, many of the presentations were about
this model and how it should be used in schools. I knew very little about what the model was
so I did not attend a session. Now that
I’ve learned more about the model, I wish I had! Our district struggles with meeting AYP from
year to year and we are always trying to figure out ways to improve our
students’ scores. Often we hear about
technology tools that will be helpeful. I think it is so important to remember
that for technology to change our scores however, we need to make the sure the
technology has value and is being used appropriately. As teachers we are always saying we need to
follow Bloom’s Taxonomy and provide students with challenging activities rather
than just simple fill in the blank type work.
This should be true when using technology tools as well. We have classrooms in our school with iPads
and it seems for the most part that they are used to “play” using apps. Even in my own classroom, I know there is so
much more I could be doing with my Chromebooks.
The students are so eager to communicate and create things. This article opened my eyes to the fact that
I need to step up what I’m having my students do when using all of the
technology I fight for.
Brown, P. (2015,
February 6). A Guide for Bringing the SAMR Model to iPads. Retrieved from
https://www.edsurge.com/n/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads
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