Using Samr Model For Ict Integration

To quote the rationale from BOSTES Science and Technology curriculum, in 21^st century education teachers are seeking to provide opportunities for students to ‘think and act critically and creatively…by becoming technologically literate citizens’.  But what model should teachers use in order to effectively integrate technology across the curriculum? As educators we constantly feel the pressure of including a splash of technology to brighten up our lessons. We have models and structures for higher order thinking, curriculum planning and student wellbeing. But integration of technology is often haphazard and without particular academic rigour. Dr Reuben Puentedura’s SAMR model is an excellent tool for directing thoughtful use of technology for teaching and learning.

The SAMR model has four tiers. Each level stands for a letter: Substitution, Augmentation, Modification and Redefinition. At the higher levels, the impact of technology is more meaningful. Moving through the continuum, technology facilitates unique learning opportunities that are highly engaging for students. Below each level of the SMAR model has been described. I have then provided two examples of the SAMR model in English and Geography.

1. Substitution: Technology acts as a direct tool substitute, with no functional change. At this level there is no substantial gain from using technology and is usually teacher centric. For example students are typing a piece of poetry rather than handwriting. Teachers often begin at the substitution level, but should not feel pressured to use technology where there is no educational benefit.

2. Augmentation: Technology acts as a direct tool substitute, with functional improvement. Here there is a purposeful benefit and some task redesign. For example students receive immediate feedback in a spelling or mental arithmetic app. This is the level which teachers should aim to begin with integration of technology.

3. Modification: Technology allows for significant task redesign. At this point there is functional change in the use of technology through breaking down the classroom barriers and engaging with a global audience or new learning experiences. For example students might record a podcast with accompanying original music using GarageBand to be shared online using SoundCloud.

4. Redefinition: Technology allows for the creation of new tasks, previously inconceivable. This level of integration usually involves online collaboration, student centred learning and transformed technological products. For example students explore the galaxy using an app such as Star Walk and then create a digital space tour. Teachers should not expect that all integration of technology will be at the level of redefinition. However, it is important to plan for specific projects or lessons that use technology to push the boundaries of education.

Below are examples of the SMAR model in English and Geography:

English

• Substitution: Reading a comprehension passage and answer questions on a PDF annotated using Skitch.
• Augmentation: Practice of spelling words using an app such as Spelling City or School A to Z, allowing personalised lists and immediate feedback.
• Modification: Digital story telling, a piece of creative writing is transformed using Storybird, iMovie or Photo Story.
• Augmentation: A personal blog through Weebly or Blogger is used to share writing tasks with a global audience, feedback is given by online viewers.

Geography

• Substitution: Google Earth is used to locate a country rather than an atlas.
• Augmentation: Google Earth is used to measure the distance between two countries.
• Modification: Google Earth layers are used such as panoramio and 360 cities to research locations.
• Augmentation: Google Earth is used to create a guided digital tour that is shared online with a global audience. 

Question for you: How have you used the SAMR model to integrate technology into your classroom?