Technology can do things today that people just ten years ago could never have imagined. It has transformed the way that students learn and teachers instruct. However, at times the implementation of technology is not used to the best of its ability. The SAMR model allows teachers to evaluate how they are using technology in their classrooms to transform learning.
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The first two levels of SAMR are Substitution and Augmentation fall under the category of enhancement. Substitution is the first level of SAMR, and just like its name implies, at this level of SAMR students are using technology to replace tools that they would normally use. For example, if a student needs to know the definition of a vocabulary word, rather than getting a physical dictionary they could use their Chromebooks to look up the definition of the word. Another example of the substitution level of SAMR would be if a student types their answer on a digital worksheet, rather than having a physical copy on their desk. While the students are using technology it is not necessarily enhancing their learning, but rather just taking the place of a physical component of the lesson.
The next level of SAMR is Augmentation, which also falls under the category of enhancement. Like the Substitution level, in the Augmentation level the material itself is not really changing. Instead, students are using technological capabilities to make their lives a little bit easier. For example, if a student creates a folder in their Google Drive with all of the material that they used throughout a unit, this would fall under the category of Augmentation. Another example may be when a student does not know how to spell a word, so they use speech to text to look up the spelling of that word. Augmentation is like a bridge to using technology in a transformative manner.
The last two levels of SAMR, Modification and Redefinition, fall under the category of transformation. When students are at these stages of SAMR they are able to take their learning and understanding of the material to new heights, with the assistance of technology.
Collaboration, my opinion, is one of the key features of the Modification level of SAMR. At this level students are sharing their work in such a way that other students can see it and interact with it. For example, when students are working in a group and they are able to share a document and work on the assignment simultaneously from different locations. They can talk to each other, make changes, give feedback, and edit each other’s work digitally. Another feature of collaborating digitally is that learners have the freedom to do so when the students are not even physically in the same location.
Redefinition is the final stage of the SAMR model. Redfinition occurs when technology enables teachers to do activities in the classroom that were previously impossible, (Terada, 2020). There are a number of ways that technology has created opportunities for students to do things that were previously impossible, and I think nothing has taught us that more than the COVID-19 pandemic. Prior to that the idea of teaching remotely would have been daunting, and although I still do not believe it is the best way to teach elementary, middle, and high school students, we definitely redefined learning. Having synchronous lessons daily, connecting on Zoom with people across the world, and taking virtual tours of museums or archeological sites are just some ways that teachers use technology to reach the Redefinition level of SAMR. In my mind, Redefinition is taking technology and using it to do what was previously deemed impossible or unimaginable.
Self-Evaluation
At first, after researching the SAMR model, I was feeling slightly discouraged. I felt as though I am not doing enough for my students, because I am not implementing technology in my classroom at a Redefinition, or even Modification, level at all times. Then, I had an epiphany. The SAMR model is kind of like the Danielson Rubric. It would be impossible to live in the distinguished category in every domain at all times, just like it is impossible to always be at the Redefinition stage of SAMR. After I made this realization it was much easier for me to evaluate myself using the SAMR model.
As a math teacher my favorite tool to use in my classroom is Desmos. Desmos is an online graphing calculator that is free for anyone to use. Desmos allows me to live in the Modification level of the SAMR rubric, with some occasional (hopefully after this class much more frequent) visits to the Redefinition level. Students are able to solve problems that would be much more arduous without the use of a graphing calculator in a quick, efficient, and accurate manner. However, my favorite feature of the Desmos calculator is that if anyone is logged in they can save their current screens and come back to it later. This allows students to alter the information in the calculator in order to solve new problems without having to start from scratch. Additionally, they can share their saved calculators with other students in the class. This allows students the ability to create graphs, tables, boxplots, etc., and so much more in seconds. Desmos gives students the ability to explore and visualize concepts that are at a mathematical level that was previously impossible.
Two of the other tools that help me maintain my position in the Modification level are Schoology and EdPuzzle. Both of these tools allow my students to have an active role in their learning experience. Schoology allows my students to submit assignments, interact with other students, share ideas, see their grades, and communicate with myself and the other students in the classroom. I am able to communicate with my students, share what we are doing each day, and update students on their progress in the class. All of these features give my students ownership and responsibility in their learning experience. It also allows them to collaborate effortlessly and effectively.
EdPuzzle is possibly my favorite technological tool. After 2020 I decided to shift most of my classes to a flipped classroom environment. EdPuzzle allows me to interact with my students in an individualized and private manner. I post video tutorials that my students watch as their homework assignment, and they take notes. However, what makes EdPuzzle unique is that I can embed questions that I want to ask the students as they are watching the video. This allows me to get an understanding of how they are feeling about the material, where they are in terms of their understanding, and how I can help them when they come to class the following day. Additionally, all of this happens privately which allows the students to be more vulnerable and ask questions that they may be too embarrassed to ask in front of a classroom of their peers. Finally, the flipped classroom approach gives my students time to actually engage in and explore the mathematical concepts that we are currently learning.
All in all, I am comfortable living in the land of Modification. However, I hope to visit Redefinition frequently in new and exciting ways.
References
Erickson, L. (n.d.). See how SAMR works in real classrooms. See How SAMR Works in Real Classrooms.
https://blog.mimio.com/see-how-samr-works-in-real-classroomsand-in-your-lessons
Terada, Y. (2020, May 4). A powerful model for understanding good tech integration.
Edutopia. https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration/
