Saturday, April 18, 2015

Response to SAMR and Peer Help

Include evidence that you have read, understood, and can use the SAMR model, and incorporate any additional information you believe relevant to others in your role.


The Substitution Augmentation Modification Redefinition Model or SAMR is used to showcase how technology can be used in the classroom to influence and enhance learning opportunities for students.  Simple tasks such as taking notes, tests, and quizzes can be done online in forms using Google Forms, Docs, and Sheets.  The SAMR model demonstrates four uses with technology:
  • Substitution
  • Augmentation
  • Modification
  • Redefinition
samr-model.pngI would first like to talk about substitution.  Substitution simply is a means to use technology on the most basic level.  For example, rather than giving the students a pen and paper, have the student write on the Smartboard.  Another alternative would allow students to take notes using Google Documents rather than hand written, or take a test using a Google Form rather than on paper.  The use of digital images can provide a great amount of interest and learning among the students rather than have them create a handwritten chart or picture.  For example, in the technological lesson I critiqued for this week, the teachers enforced students to use digital images rather than hand draw them, although it was an option.
The second concept I would like to discuss is augmentation.  Augmentation is the direct substitute for functional improvement.  For example, in a classroom augmentation can be seen through various ways such as Google Earth and even Google Maps.  Many students in the #itdml program has used Google Maps and Google Earth to pinpoint certain places.  Some might ask, could the lesson be taught on a regular map?  The answer is sure; however, it would be lacking an improvement in digital function.  In my content area, the government nutritional website has provided my health education classroom with easier ways to track their food intake to enhance my lesson.
Modification is the third tier in the SAMR model.  Modification allows for a significant amount of change and the ability to digitally redesign information. Many professional use modification through their work. For example, some examples of modification in the classroom is Google Forms. Google Forms gives teachers the ability to assess their students with graphs and charts. Teachers also collect data on their students through various programs with the use of graphs and charts. It is not only a great way to visually represent data but also to show the students progress and other important information.
Lastly, redefinition is defined as a way to use technology allowing for participant creation of tasks that previous seemed unobtainable. Some examples of redefinition I could use in my classroom is the use of a QR reader. I have recently given my physical education students an assignment using the QR reader. The students needed to research an activity in the weight room, teach themselves the activity as well as the safety concerns to remember when performing the activity and video tape themselves teaching the activity. The students video was then converted into a QR reader. Once all the students completed the project, the class would travel around the weight room and using their smartphones would scan a QR reader code. The video of a group would appear and the students would need to follow along with the "teacher". Preparing videos and compiling digital images through programs such as QR reader and Windows Movie Maker is a great way to demonstrate redefinition.
During the development of a technological lesson I had the assistance of Anne Marie Lanning.  Her input and resources was very useful for various reasons.  Anne Marie is an elementary school teacher and therefore can help enhance the technology of the lesson based on the students.  I am a high school teacher and therefore lacked some of the skills needed to connect to a younger audience.  Having the capability of collaborating with peers and other professional  is extremely useful.  It provides the participant various ways to look at things and allows for a greater impact on the outcome than if it was just a single person.


Resources:

  1. Choose my Plate; www.choosemyplate.org
  2. Delafosse, S. (n.d.). Teaching in the 21st Century. Retrieved April 12, 2015, from https://youtu.be/075aWDdZUlM
  3. Developing Lessons with Technology. (n.d.). Retrieved April 12, 2015, from http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0136101259.pdf
  4. Dhingra, R. (n.d.). Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend. Retrieved April 12, 2015, from https://youtu.be/l0s_M6xKxNc
  5. Means, B. (n.d.). Information Technology and Teacher Education: Focus on student learning or on teacher change? Journal of Research on Technology in Education, 42(3), 285-0307. Retrieved April 12, 2015, from http://files.eric.ed.gov/fulltext/EJ882507.pdf
  6. Puentedura, R. (n.d.). SAMR: A Brief Introduction. Retrieved April 12, 2015, from http://www.ewcupdate.com/userfiles/assessmentnetwork_net/file/SAMR_ABriefIntroduction.pdf
  7. Puentedura, R. (n.d.). The SAMR Model: Background and Exemplars. Retrieved April 12, 2015, from http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf
  8. SAMR Model - Technology Is Learning. (n.d.). Retrieved April 12, 2015, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model






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