SAMR is to Tech Integration as Bloom's Taxonomy is to HOTS!

I just completed my first set of video instruction on my summer professional development quest with Sophia.org’s “Virtual Classroom” series. The SAMR model is something that is discussed frequently in the world of edtech, but if you’re like me, seeing examples of tools and activities for each of the steps can be extremely helpful.

Tackling that lofty goal is my objective for today!

Please check out this infographic, and feel free to use it in your classrooms!

The first level of SAMR, “Substitution,” is where many emerging ed-techies find themselves. Teachers employ educational technology tools in their classrooms, but only to achieve the same end they would have with traditional tools…for example, instead of having students record and respond to bellringers in a notebook, teachers require the students to record and respond to bellringers on a Word document. Here, technology is being utilized, but is not drastically enhancing the learning experience.

The “A” level of SAMR is the “Augmentation” level. Through “Augmentation,” teachers can use technology to positively affect their students’ learning experience, enhancing the activity. For example, teachers who typically require students to read a selection of a primary source and provide proof of the “Active Reading Strategies” they’ve used could instead instruct students to post their thoughts and strategies on a collaborative document or website, such as Padlet or Google Docs. Then, instead of relying on students to verbally communicate their thoughts, students and their teacher can hold each other accountable through tech tools.

Next is the “Modification” level at which point we can see a “shift” if you will toward a new type of activity. During this new experience, students and teachers engage in different learning activities that incorporate educational technology. For example, instead of interviewing a parent/guardian/adult family member for a project, teachers can ask that the individual use Skype or Google Hangouts to present their experiences to the students. Or, teachers can encourage students to use a platform like Schoology or Twitter to discuss their views on a contemporary or historical issue.

At the top of the SAMR model is the “Redefinition” level in which teachers use technology to totally redefine the learning activity, completing activities and employing strategies they could not have used previously. Teachers and students alike can benefit from screencasting…teachers can use this tool as a video for instruction (and for reflective purposes) and students can use this to present knowledge to prove that they’ve mastered a concept. Tools such as Screencastify and Explain Everything allow teachers and students to easily complete this task. Students can create blogs and YouTube videos to share with collaborators all over the world, which may encourage them to try just a little harder to produce quality work!

Below are some posts you may find interesting:

Screencasting with Explain Everything

Screencasting on the Chromebook

Ready to “Hangout” in your classroom?

Padlet

Google Docs

Stay tuned for more information about my summer professional development journey with Sophia!

Thanks for reading 🙂