EDC 340 - SAMR

Understanding how to implement technology in an educational setting can be challenging, but the number of positive effects heavily outweigh the negatives. It can allow teachers to monitor student's progress easily. The article, A Powerful Model for Understanding Good Tech Integration, by Youki Terada, discusses that integrating technology in the classroom is about being aware of the wide range of options that can be incorporated into lessons. One of the obstacles that the author addresses is, “The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified ‘inadequate professional development and training’ as the primary obstacle to using technology productively in classrooms” (Terada). This means that the current technology available will remain an inadequate teaching tool if teachers do not know how to operate it. Another issue that teachers face is coronavirus; it has placed a greater emphasis on digital learning. 

The article mentions that the SAMR model was developed in 2010 by an education researcher, Ruben Puentedura. SAMR is broken into four tiers: substitution, augmentation, modification, and redefinition. The author explains substitution as technology that acts as a direct substitute, with no functional change. Terada includes that the goal is to convert lessons into PDFs and post them online using a file-sharing service. Augmentation is a technology that acts as a direct substitute for functional improvement. This incorporates digital elements; for example, teachers can utilize Kahoot. Modification is a technology that allows for significant task redesign. Teachers use a learning management system to run a classroom and monitor students for this tier. Lastly, redefinition is a technology that allows for the creation of new tasks. The author explains how this can be implemented, “Virtual pen pals can connect students to other parts of the world, whether it’s with other students or experts in a field” (Terada). SAMR allows students to publish their work on various platforms for feedback; an example of this would be a blog. Technology is not only intended for delivering information to students; it can also help grow relationships with them. 

The article, Find Out How You Can Use Technology to Engage Students in Rich Learning Experiences, by Ruben Puentedura discusses the SAMR model and Bloom’s Taxonomy. The author explains how both of these correlate by saying, “The two Enhancement levels of SAMR are associated with the three lower levels of Bloom, while the two Transformation levels of SAMR are associated with the upper levels of Bloom” (Puentedura). These models help teachers follow a set of steps for introducing technology into the classroom. 

Puentedura uses an example where the motivating factor is to take math instruction from instrumental understanding to relational understanding that is primary. For the first level, substitution/remember, students can use eBooks. The second level, substitution/understand, begins by acquiring information online and relating it to the first level. The third level, augmentation/apply level, discover concepts from the first level and solve related problems. For the fourth level, modification/analyze, students solve problems they found from the second level. The fifth level, modification/evaluate, involves students taking information from the fourth level and using it for further critique through a blog. In the last level, redefinition/create, students use their blog as instructional material for the following years. This displays how teachers can use SAMR and Bloom’s Taxonomy to strengthen students' understanding and application of knowledge through the power of technology.