The SAMR Model

1. The SAMR Model Mary Ches MATH 684 Spring Dr. SanGiovanni

2. A Little Background • Designed by Dr. Ruben Puentedura • Reflective tool for teachers think about their tech implementation in the classroom • The substitution and augmentation levels serve as enhancement to traditional instruction • The modification and redefinition levels transform tasks and extends the learning out of the classroom.

3. Level 1: Substitution • Tech acts as a direct tool substitute, with no functional change • Taking notes using ios Notes or Microsoft Word • Copying and pasting research from an internet browser • Creating a presentation using Power Point or Keynote and reading the points verbatim • Emailing files • Using a Google doc to administer a multiple choice quiz

4. Level 2: Augmentation • Tech acts as a direct tool substitute, with functional improvement • Use an app of choice for note taking • Bookmark and share favorite webpagesusing the share button • Creating a presentation using Power Point or Keynote as an outline while points are expanded upon by the presenter • Use wiki or Dropbox to share lesson notes and files • Using a Google form test with automatic marking

5. Level 3: Modification • Tech allows for significant task redesign • All students use Notability or Educreate to take notes • Use Prezi, Glogster, etc. to create multimedia presentations • Share class materials and information with Showbie • Assign creative projects using web 2.0 tools such as Educreate, Gloster, etc.

6. Level 4: Redefinition • Tech allows for the creation of new tasks, previously inconceivable • Taking notes using an app of choice and providing teachers with real-time access • Sharing information using Nearpod • Creating an online course of materials, documents, and multimedia on iTunesU • Assign creative projects using web 2.0 tools such as Educreate, Gloster, etc. and provide audio feedback

7. How is the SAMR Model Like a Cup of Coffee?

8. Where do I fall on the spectrum? • While this model is extremely easy to understand, it does cause a lot of introspection and reflection about my use of tech in the classroom • Tech integration is not just using software in a lesson, true tech integration is using a program as the vehicle of learning • I tend to hover in the enhancement levels of substitution and augmentation in the classroom • Open-ended extra credit assignments some of my students have completed do fall into the modification category

9. How does this connect to what we already know?

11. Concerns, Anyone? • Not to sound to like a broken record but this is time consuming but not in the sense of planning • As an obsessive-compulsive educator I do strive to deeply understand concepts before presenting them to students. • It is extremely hard to find the time to learn the ins and outs of a lot of these programs and devices. I still haven’t mastered my iPhone… • Programs such as Glogster and Prezi (to name a few) offer single use subscriptions to educators. However, class subscriptions cost extra.

12. Moving Forward • Many BCPS teacherswill be able to move more into the transformational levels of the SAMR model in the near future • Guaranteed 1:1 device implementation will ensure that all students have access to technology 24/7

13. Sources http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf http://www.schrockguide.net/samr.html http://gettingsmart.com/2013/07/using-samr-to-teach-above-the-line/ http://www.hazlet.org/Page/6049 http://maetdreamitproject.weebly.com/the-samr-model.html http://det.wa.edu.au/ipadsforeducation/detcms/navigation/literacy-and-numeracy-focus/?page=all