SAMR- What does it mean for me?

 What is SAMR?

SAMR stands for:

1. Substitution 

2. Augmentation

3. Modification 

4. Redefinition 

This model was created by Ruben Puentedura and has been a conceptual tool in integrating technologies in schools since being published in 2010. Since then the model has been constantly aligned with Blooms taxonomy to enhance teachers level of understanding and allow higher orders of thinking to be targeted in the class room. Substitution has been aligned with the remembering and understanding; Followed by Augmentation aligning with understanding and applying. These first two levels are known as the enhancing levels as they only enhance learning. Modification which aligns with applying, analyzing and evaluating and Redefinition which aligns with all levels of Blooms taxonomy are known as the transformative levels, as digital technology is not longer used to enhance learning but redefines how task are completed in a way which is not attainable without access to technologies.  


What dos this mean for me?

As a teacher  I can apply a lesson to the SAMR model to enhance learning,  ICT should not be used to replace traditional teaching ways but enhance and improve the learning experience. In my own learning experiences technology was only used on the firs level of SAMR. Computers were only used in times of assessment to type up final copies to be more academic. Using the six levels of bloom taxonomy in conjunction with the SMAR model each level increases in high order thinking. From an English position technology could be seen as unhelpful with development of skills and knowledge unless one was to read their books online. This however is only substitution, to increase to the next level of SMAR to augmentation and develop deeper understanding teachers could create a online dash board full of videos, readings such as articles, textbook, blogs etc of Shakespearean plays for example. To improve from here a teacher could allow students to instead of just typing an essay (substitution)  to perform, record and upload their assessment to the classroom dash board for collaborative learning and an opportunity to incorporate peer feedback and therefore improving student analytical and evaluating skills. To expand and improve further student could upload online to attain global feedback and help with assessment to develop higher order of thinking. This approach also included constructivism and constructionism to target a range of different learners.

This is my understanding of SAMR in conjunction with Blooms taxonomy. This could be such a helpful to to up engagement in class rooms and in establishing higher order thinking.

Until next time - Just keep learning✌

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