Technology tools are a dime a dozen, and there are a lot of websites that showcase technology tools that fit the SAMR model. However, "it's not about the technology tool that defines the SAMR model, but rather it's how the teacher uses the technology tool in a lesson to promote student ownership" For example watch the iPad commercial where the teacher assigns gravity for homework. The students are at the modification level of the SAMR model. By allowing them to take ownership of how they would like to present the content, the students were able to use technology to redesign the homework task.
Another point that I like to share out with the teachers is the fact the SAMR model does not have to be a ladder that you climb but instead think of the SAMR model as a swimming pool. Depending on the task, the amount of time, and the technology tool that the learner picks might move the technology integration from the shallow end to the deep end of the SAMR model.
Examples of the SAMR Model
Let's start by talking about Substitution. Using technology at the substitution stage is better than the devices staying in the cart or never leaving the student's backpack. Yes, it is true, I have been in schools that have gone 1 to 1 Mac Books or iPads and within a 45 minute class period, the students never touched their devices. For the following examples, I am going to talk about how to use the devices for taking notes.
How does substitution look in a blended learning classroom? Let's take a view of J. Moran's sixth-grade science classroom. The blended learning lesson has four main activities that the students have to travel through during the class period.
More and more teachers are moving or starting at the Augmentation stage of the SAMR model because that most schools are either using Google Suite or OneNote . Now instead of the students just typing a paper in Pages or Word, the students can type the document in Google Doc or OneNote and receive instant feedback on the paper from their peers and teachers.
What does augmentation look like in a blended learning classroom? The video below showcases two social studies classrooms working together on generating a paper that relates to a given topic along with working on projects that relate to the given theme. H. Grunenberg eighth grade social studies from Kirtland Middle School class joined up with the seventh-grade social studies classroom to complete a common themed unit.
Mini Lesson - with one of the teachers
Indepdent practice - the students are collaborating on writing a paper on a given topic
Digital Content - researching, watching, and learning more about the topic
Future Ready Skills - developing project that goes along with the given topic
Mini Lesson - with the other teacher on where they are and where they need to go next
Now we are moving above the line in the SAMR model or like what I like to talk about moving towards the deep end of the swimming pool. Modification, now allows the learner to redesign the task by using the technology in a new form. The tech tools listed below are sample note taking tools that move the outcome of a project to the modification stage.
The blended learning lesson below is an example from a ninth grade ELA classroom where I was a co-teacher. Together the teacher and I were having the students generate their own website that will turn into a portfolio of artifacts from class projects throughout the four years of high school. The students had a checklist of different learning activities that they need to complete at their own pace, place, and path that all relate to the building of the portfolio website. (The 10 minutes listed on the checklist is a suggested time frame)
According to the Eduction Technology and Mobile Learning blog post, the redefinition stage of the SAMR model the technology is transformed in a way to create new learning task otherwise not previously established. When explaining this level to educators, I often talk about breaking down the walls of the classroom through MysterySkype, Zoom, Blogs, YouTube, and even Podcast.
The blended learning example of technology being used in the redefinition level is being showcased below from the Mentor High School Fine Arts classroom by H. Ambrus. H. Ambrus is using Seesaw as a portoflio tool to show progress of artwork and then invites outside professional artist, other students, and teachers to comment on the progress of the artwork. The feedback provides students with a guide to improve upon the artwork before the final piece is posted.
Jeff Kish - I.T. person determined to help deliver technology into the classroom.