Educators are seeking ICT adoption models for educational settings in our new PC teaching world. One that appears potentially relevant is the SAMR model (Substitution, Augmentation, Modification, and Redefinition. Designed by Dr. Ruben Puentedura, the SAMR model categorises four different degrees of classroom technology integration to support teachers to design, develop, and integrate learning technologies to support high levels of learning achievement.
Currently, I have migrated my teaching and student support online using Moodle, MS Office 365, Outlook, and TEAMS. However, this is no more than substitution – the ‘S’ in SAMR – at short notice.
I have tried to augment the online teaching by inviting students into tutorial groups and adding online content – the ‘A’ in SAMR. I do not have the time to make modifications at this time as we are near the end of the semester and students have encountered enough change due to the virus.
These are efforts to enhance our learning delivery for the benefit of students. It is not a model for longer-term delivery.
If we have to adopt social distancing and a radically new way of engaging with students at higher education levels in the 2020-2021 academic year we need to move to transformation of our delivery model.
In the SAMR model Modification – the ‘M’ in SAMR – requires us to redesign educational delivery to meet learner and learning needs. Redefinition – the ‘R’ in SAMR – requires us to re-imagine tasks in previously inconceivable ways.
The 4-minute Introduction to the SAMR Model video is very helpful in explaining this redefinition.
I am concerned about how I match my teaching delivery to existing content. The following text from Dr. Puentedura’s 2014 article “Find out how you can use technology to engage students in rich learning experiences” on constructing a simple SAMR ladder that is coupled to Bloom’s Revised Taxonomy is helpful.
“The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom’s Revised Taxonomy — i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated with the upper levels of Bloom (Analyze, Evaluate, Create). In turn, within each grouping a similar ordering occurs — e.g., Remember-type tasks are primarily associated with S-level uses of the technology, Understand-type tasks are associated with either S- or A-level uses of the technology, and so on. The following diagram illustrates this association.”
Diagram Source https://www.commonsense.org/education/articles/samr-and-blooms-taxonomy-assembling-the-puzzle
Feedback or comment welcome below.
Michael Kenny, Department of Adult & Community Education, Maynooth University. (Contact: firstname.lastname@example.org)