SAMR model

To continue our look and study of what concept-based instruction is and how to create meaningful, purposeful, and powerful social studies instruction, we must look at an important element that enhances concept-based instruction and takes learning to the next level. This element is the use of technology in the classroom and how technology can deepen learning among students, not merely just scratching the surface. One model to look at to help explain this integration of technology in the classroom is the SAMR model.

The SAMR model stands for Substitution, Augmentation, Modification, and Redefinition. The SAMR model reflects the progression of technology incorporation in the classroom and how each level advances student engagement and understanding. Substitution is the lowest level of technology incorporation, while redefinition is at the highest level, reflecting deep student involvement and learning.

Now, let's take a look at each level! The first level, substitution, does not broaden or deepen student learning in any way. In other words, substitution is taking a specific task that would require pencil and paper and substituting this task for the use of computers, resulting in no fundamental change in teaching or learning. This form of learning usually reflects a teacher-centered environment, as the teacher is guiding the students' learning and tasks. An example of this would be students printing off a worksheet, filling it out, and passing it back in (https://sites.google.com/a/msad60.org/technology-is-learning/samr-model).

The next level does not broaden or transform learning either, rather enhances learning with the use of technology. This level, augmentation, takes learning to the next step by providing students with more immediate feedback and allowing for more student interaction; for example, using Google Sites/Docs that are sharable and immediate. Again, this form of learning stays within the enhancement level and is primarily teacher-centered, although it is more student-centered than substitution.

The next two levels fall within the transformation level. This is where the use of technology deepens student learning, engagement, and involvement and the original task is altered. Modification and redefinition are student-centered, as they require the students to create their own way of learning and generate the questions and discussions. An example of modification in the classroom, would be assigning the students to create an audio recording that would be played in front of an authentic audience. An audience provides students with the responsibility of producing quality work and giving them a personal stake in their work. Redefinition is taking technology to the highest level and changing the performance task while doing this. An example of redefinition is assigning groups of students the task of creating a video documentary that answers an essential question dealing with an important concept, requiring them to contact outside sources for their research. This form of learning is completely student-centered, as the students create the learning and questions and use technology to fully support their learning. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

So, why is the SAMR model so essential to concept-based learning? Concept-based learning can only be effective if it using all available resources and using these resources to deepen and broaden student learning and engagement. Scratching the mere surface with traditional classroom methods, using pencil and paper, is not using all the empowering and enhancing resources that technology allows for. By following this model as future teachers, we can progress through the process of technology incorporation in the classroom as it enhances and transforms teaching and learning. The SAMR model also reflects the NCPTS: Teachers integrate and utilize technology in the classrooms (4d), which is an important element in teaching meaningful and purposeful concept-based instruction.

The site listed at the bottom and throughout the post significantly helped me understand the SAMR model as it explained what each level meant and provided detailed examples for each level. I want to leave one quote from this site that made me ponder the significant impact the use of technology can have on the classroom through the SAMR model: "As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning." Technology does not merely support learning and teaching, it is learning and teaching.

Check out this site! A great resource! https://sites.google.com/a/msad60.org/technology-is-learning/samr-model