At Lewisham, teachers engaged in S.A.M.R! S.A.M.R is a model for the integration of technology as a tool in teaching and learning. It was developed by Dr Ruben Puentedura in 2006 and is widely recognised as one of the most comprehensive indicators of how ICT is used in our classrooms. The SAMR model describes a continuum in the use of technology for learning and links how we use technology with the outcomes achieved by students. SAMR stands for: SUBSTITUTION, AUGMENTATION, MODIFICATION and REDEFINITION
The first two tiers (Substitution and Augmentation), are seen to be an enhancement of Teaching and learning through the use of technology. The second two tiers (Modification and Redefinition) are seen to be transformative of traditional teaching and learning in the classroom. |
SUBSTITUTION
Substitution is the first level of ICT Integration described in the SAMR Model. Here technology is used as a direct substitute for what you might do already, with no functional change. Much of the literature around SAMR sees this part of the model as the lowest in the hierarchy of ICT integration. We see it as a necessary first step.
An example of this is the use of digital text books or iBooks. Here we’re simply replacing books with with digital versions of the same thing. Similarly with note taking weather you’re using Evernote, Google docs, Word or Pages, the functionality or purpose of the task doesn’t change, but we’re substituting one way of completing a task for another.
AUGMENTATION
Augmentation in the SAMR Model relates to direct substituting with some functional improvement. Here students and teachers can use ICT to complete tasks more efficiently, quickly and in a manner that frees up time and resources to more directly address learning outcomes.
An example of this is the replacement of the methodologies used in traditional 'Question and Answer' tasks with tools such as Google Forms, where the data or information recorded by students can be collected, and shared instantly. Yet another example would be the use of video technology to 'record' lessons. Teacher at Lewisham are encouraged prerecorded lectures and explained concepts through videos and voice recordings using iMovie or audacity and make them available before class, effectively freeing up time to focus on visible learning outcomes rather than simply delivering information.
Substitution is the first level of ICT Integration described in the SAMR Model. Here technology is used as a direct substitute for what you might do already, with no functional change. Much of the literature around SAMR sees this part of the model as the lowest in the hierarchy of ICT integration. We see it as a necessary first step.
An example of this is the use of digital text books or iBooks. Here we’re simply replacing books with with digital versions of the same thing. Similarly with note taking weather you’re using Evernote, Google docs, Word or Pages, the functionality or purpose of the task doesn’t change, but we’re substituting one way of completing a task for another.
AUGMENTATION
Augmentation in the SAMR Model relates to direct substituting with some functional improvement. Here students and teachers can use ICT to complete tasks more efficiently, quickly and in a manner that frees up time and resources to more directly address learning outcomes.
An example of this is the replacement of the methodologies used in traditional 'Question and Answer' tasks with tools such as Google Forms, where the data or information recorded by students can be collected, and shared instantly. Yet another example would be the use of video technology to 'record' lessons. Teacher at Lewisham are encouraged prerecorded lectures and explained concepts through videos and voice recordings using iMovie or audacity and make them available before class, effectively freeing up time to focus on visible learning outcomes rather than simply delivering information.
MODIFICATION
Modification in the SAMR model accounts for the significant redesigning of tasks. This is the first step over the line between enhancing the traditional goings-on of the classroom and transforming the classroom. Traditional tasks can be modified to utilise the collaborative power of ICT. Rather than working in isolation on tasks, Teaching and Learning can harness the power of online collaborative spaces.
- In pairs or small groups written response can be created and edited in real time in and out of the class using Wiki Spaces or Google Drive
- Students can conduct peer editing. Teachers can provide immediate feedback.
- Students can conduct research that utilises the power of social media.
- Social bookmarking and curatorial tools such as Pinterest and Delicious can be used for sharing valid and authentic resources.
- ICT provides a mechanism for students to share their research and their work with peers or the rest of the world
Here you can see a move away from the traditional lecture style content delivery to one where students begin to actively discover content through the use of ICT. Here the teacher is not just a lecturer, but the catalyst or facilitator of learning
REDEFINITION
The final tier in the SAMR model is Redefinition. Here old tasks are replaced with tasks that were previously inconceivable but made possible through the use of ICT. A student centered approach to teaching and learning using technology needs to operate at this level. Through the use of ICT, teachers at Lewisham are exploring new and exciting ways for students to demonstrate their learning.
- Students can explore the creation of a video or documentary using video editing software or the creation of a visual narrative through the use of a still camera and image editing software.
- Why not explore algebra through programming or robotics through software such as Arduino and Microworld
- Creating blogs as a means of critical reflection or demonstrating the ability to write an audience.
- Create websites using Weebly or google sites with specific design briefs or for the purpose of educating others.
- Prepare and conduct interviews in French or Italian. Contact another school another classroom using Skype or Google hangouts - Start conversations.
These tasks simply wouldn’t be possible without the technologies our boys now have at their disposal.
Modification in the SAMR model accounts for the significant redesigning of tasks. This is the first step over the line between enhancing the traditional goings-on of the classroom and transforming the classroom. Traditional tasks can be modified to utilise the collaborative power of ICT. Rather than working in isolation on tasks, Teaching and Learning can harness the power of online collaborative spaces.
- In pairs or small groups written response can be created and edited in real time in and out of the class using Wiki Spaces or Google Drive
- Students can conduct peer editing. Teachers can provide immediate feedback.
- Students can conduct research that utilises the power of social media.
- Social bookmarking and curatorial tools such as Pinterest and Delicious can be used for sharing valid and authentic resources.
- ICT provides a mechanism for students to share their research and their work with peers or the rest of the world
Here you can see a move away from the traditional lecture style content delivery to one where students begin to actively discover content through the use of ICT. Here the teacher is not just a lecturer, but the catalyst or facilitator of learning
REDEFINITION
The final tier in the SAMR model is Redefinition. Here old tasks are replaced with tasks that were previously inconceivable but made possible through the use of ICT. A student centered approach to teaching and learning using technology needs to operate at this level. Through the use of ICT, teachers at Lewisham are exploring new and exciting ways for students to demonstrate their learning.
- Students can explore the creation of a video or documentary using video editing software or the creation of a visual narrative through the use of a still camera and image editing software.
- Why not explore algebra through programming or robotics through software such as Arduino and Microworld
- Creating blogs as a means of critical reflection or demonstrating the ability to write an audience.
- Create websites using Weebly or google sites with specific design briefs or for the purpose of educating others.
- Prepare and conduct interviews in French or Italian. Contact another school another classroom using Skype or Google hangouts - Start conversations.
These tasks simply wouldn’t be possible without the technologies our boys now have at their disposal.