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Overview of SAMR

Image Retrieved From: https://www.showbie.com/using-showbie-with-the-samr-model/

See posts bellow for a more detailed explanaition!

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Redefinition

Redefinition, the final tier of learning and the SAMR model. Integrating technology at the redefinition level means using technology to bring learning to the students in ways that were impossible before. An example of this would be using Google maps and street view to explore areas of other cities/countries that would normally be impossible to travel to or visit with the class.

In a science classroom setting students could have a skype session with astronauts in space. This is a really cool way of using technology because students get to speak with a real astronaut and ask them any questions they have AND get to request that they do an experiment of their choice. Another way of integrating technology through redefinition would be for the students can create websites or a documentary video on a topic or even learn math/science/music through game apps. Specifically, in music through some great projects for redefinition would be to have the students create a website trying to market themselves as a musician, or even create a music video.

The benefit of redefinition is that it brings learning to the students in a new and exciting way, having them do activities and tasks with real people in situations they never knew could be possible before (that really gets them excited). This really spikes the students’ interest and creative thinking leading to much deeper and long-lasting learning.

Image Retrieved From: https://www.smore.com/hcm9a-samr-redefinition

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Retrieved From: https://www.youtube.com/watch?v=TiT0QQmxu-w

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Modification

Third up on the list, and first up in the transformation segment of SAMR is “M” for Modification. Modification entails a lot more effort and achieves a deeper level of integration of technology in the classroom. It is like substitution in that technology is used to complete a task/activity but this time it is with significant functionality. For example, students can take notes on google docs on the same google doc. Students can collaborate in taking notes together, editing and explaining points in the doc for the other students that don’t quite get it.

How can modification be seen in a science classroom? Well, if the students were given a task such as learning about light, instead of using diagrams or books, students use the internet to find simulators of light and play around with variables that affect light (Hamilton, Rosenberg, & Akcaoglu. 2016. p.435). In the music classroom however, students could be asked to act out and create a video/documentary on a music era. Acting out scenes and utilizing sound samples and videos from online. They could also use a keyboard to input notes into software mix the music.

With modification, the main benefit is that the students have a deeper involvement and focus on technology and it adds in an element of creativity and exploration into the task. The students can explore because they are no longer bound to reading written text but can use websites and simulators to explore and experiment with their topic. Creativity comes in because it is up to them how they organise and present the content.

Image Retreived From: https://www.smore.com/5hu12

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Image Retrieved From: https://www.pinterest.ca/pin/516788125962396507/

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Augmentation

Next up after substitution comes augmentation. Augmentation is a step up from substitution in that technology is not only substituted in but also offers an upgrade to the experience. For example, with the students typing their notes on a word processor, there is a spell checker that highlights words that spelled or used incorrectly in real time. This allows the student to go back and fix the errors with minimal effort and review their errors.

An example of augmentation in a music classroom would be the students notating a music score on a notation software and being able to have live playback of the music. This allows the student to review their music snippets at a time, correcting any wrong notes where needed, all without the hassle of live performers. In the science classroom, Augmentation could be seen in the implementation of online media to do activities such as Google Forms, or Kahoot. This allows the students to take the quiz, assess their knowledge, and receive immediate feedback on their answers.

One of the benefits of augmentation is mainly in the time-saving aspect. With the convenience of doing activities on a technological device, students can now do things that normally would take up significant time. For example, in the case with the music classroom and getting Realtime playback, a student doesn’t have to wait for the ensemble to set up, find the spot, and play a section. The student can just play certain sections or notes with a few clicks from their mouse. In science, after taking a Google Forms quiz the student can get immediate feedback and results rather than waiting on the teacher to go through and mark all of the quizzes. In addition to that, if students were to watch a video or a taped lecture, they have the option to start, stop, skip, and replay sections of the video.

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Substitution

The “S” of SAMR represents “Substitution” and looks at how activities in the classroom can be replaced with technology, but with no difference in function (Romrell, Kidder, & Wood. 2014. p.04). For example, a teacher teaches a lesson, lecturing about how cells divide, or on the history of a music era. While that is going on the student then takes note with pen and paper, a rather traditional approach. In the SAMR model and substitution, the pen and paper would be substituted out for a laptop with MS Word, Google Docs, or some other word processor software.

The is not much benefit to the substitution model other than convenience and personal preference. As the function is consistent between the two forms, no significant benefit or downfall can be drawn. A small benefit in substituting technology into class like this is that it develops a familiarity of the technology with the students. For the higher levels of technology, much like blooms taxonomy, the ground work of knowledge must be laid first before one can build upon it.

For the science and music classrooms specifically, teachers can implement the substitution method through taking notes on a device, using a notation software to write out a music score rather than staff paper and pencil, and possibly even read passages from a textbook on the device (pdf or doc). Another implementation that can used in both classroom is playing videos in class that teach the topic rather than have the teacher stand and talk.

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References

Romrell, D., Kidder, L., Wood, E. (2014) The SAMR model as a framework for evaluating mLearning. Online Learning, 18(02). doi: http://dx.doi.org/10.24059/olj.v18i2.435

Hamilton, E., Rosenberg, J., & Akceoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. Tech trends,60(05) 433-441. DOI: 10.1007/s11528-016-0091-y

Media

Mod video: https://www.youtube.com/watch?v=TiT0QQmxu-w

Downloaded Comic: https://www.pinterest.ca/pin/516788125962396507/

Solitare Comic: https://www.smore.com/60547

SAMR: https://www.showbie.com/using-showbie-with-the-samr-model/

Substitution: https://www.pinterest.ca/pin/261138478366473122/

Augmentation: https://www.smore.com/7mxnr

Modification: https://www.smore.com/5hu12

Redefinition: https://www.smore.com/hcm9a-samr-redefinition