FRAMEWORK FOR TECHNOLOGY INTEGRATION

The SAMR Model

The SAMR model is an educational framework designed to help educators integrate technology effectively into their teaching practices. It was developed by Dr. Ruben Puentedura in the early 2000s as a way to categorize and analyze the ways in which technology is used in education. SAMR stands for Substitution, Augmentation, Modification, and Redefinition which represent the four levels of technology integration.

Video the creation of Common Sense Education 

Substitution

At the lowest level, technology is used as a direct substitute for a traditional tool or process without any significant change in the task. For example using Google Docs instead of a paper and pen for a writing assignment.

Augmentation

In this stage, technology enhances the task or process but does not fundamentally change it. It offers some benefits over traditional methods, such as spellcheck and formatting options in Google Docs.

Modification

At this level, technology starts to transform the task or activity. It allows for significant redesign and improvement in the learning process. For example, students collaborating on a shared Google Doc, which enables real-time editing and feedback.

Redefinition

The highest level of technology integration, redefinition, completely reimagines the task. It introduces new possibilities and ways of learning that were not previously achievable without technology. An example could be students creating multimedia presentations in Google Slides that allow for deep exploration of understanding of complex concepts.

Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/ 

The SAMR model encourages educators to move beyond simply using technology as a substitute for traditional tools and strive for higher levels of integration where technology transforms and enhances the learning experience. It helps educators critically assess their use of technology and aims to promote more innovative and effective teaching practices.

SAMR in My Classroom

When I think about the SAMR model as it relates to my own classroom and instruction, I would say that I tend to live in the enhancement region (substitution and augmentation) while occasionally making trips into the transformation region (modification and redefinition). In the substitution stage, technology is used as a direct substitute for traditional methods without significant functional improvement. I use a short throw projector, tablet PC, and Microsoft OneNote most days and use direct instruction to run through guided notes with students. The students use iPads and Notability to complete the guided notes. These technologies enhance visibility and are potentially more efficient, but do not fundamentally change the way that the concepts are being taught or learned. It is a basic use of technology.

At the augmentation level, technology provides some functional improvement over traditional methods. It enhances the learning experience and offers additional benefits compared to traditional tools. OneNote and Notability provide users a variety of drawing tools, video and audio features, and the ability to clip and save content. We also use graphing calculator applications like Desmos and the TI-Smartview to not only preform basic calculations, but also to visualize and interact with various graphs. These applications enhance learning and encourages more engagement, but it still largely resembles traditional instruction with added benefits. 

In the modification stage, technology starts to transform the learning process. It allows for significant redesign of tasks and activities that were previously not possible without technology. An example of this is when I have students work in groups on Jamboard. Jamboard is a digital whiteboard that lets you collaborate in real time using a web browser or mobile app. Students work on problems in real-time, edit, and provide feedback to each other. This level begins to redefine how math is taught and learned by making collaboration and access to resources more efficient and interactive.

At the highest level, technology completely transforms the learning experience, leading to entirely new learning tasks and opportunities that were inconceivable without technology. An example of this is when I have Geometry students use the Geogebra 3D Calculator to create and explore various geometric figures in a three-dimensional virtual environment. This level represents a revolutionary change in mathematics education. It provides opportunities for experiential learning and exploration that were previous unattainable.

Throughout the course of the year I will make my home in the substitution and augmentation levels. However, I strive to move beyond these stages to reach the modification and redefinition levels where technology truly transforms the learning experience and opens up new possibilities for teaching and learning.