Draft:The SAMR model
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The SAMR model is a digital pedagogy model developed by Dr. Ruben Puentedura [1][2][3] to help educators integrate technology into their teaching and learning processes. SAMR stands for substitution, augmentation, modification, and redefinition, which represent four levels of technology integration, each with increasing levels of impact on learning outcomes.
Substitution: At this level, technology is used as a direct substitute for traditional tools, with no functional change in the learning process. For example, using a digital textbook instead of a physical one.
Augmentation: Technology acts as a substitute for traditional tools, but with functional improvements. For instance, using a digital textbook with interactive features, such as embedded videos or quizzes.
Modification: At this level, technology allows for significant task redesign. For example, students collaborating on a shared digital document, enabling simultaneous editing and real-time feedback.
Redefinition: Technology enables the creation of new tasks that were previously inconceivable without it. For instance, students creating and publishing a multimedia project for a global audience, fostering collaboration and communication skills.
The SAMR model is intended to help educators reflect on how they are integrating technology into their teaching practices and to encourage them to move towards higher levels of integration, leading to more transformative learning experiences for students. Navigating through the SAMR model prompts educators to critically evaluate their technological practices, aiming for technology integration that transcends mere enhancement to truly transform educational experiences. Some[4] illustrate its practical implementation in conjunction with other digital pedagogy models like TPACK, [5] underscoring the complexity involved in effectively melding technology with pedagogy. Concurrently, some critiques acknowledge[6] the SAMR model as a significant framework for considering technological application in education but advise a flexible implementation, customizing technology usage to meet specific educational goals and contexts.
References[edit]
- ^ Puentedura, R. (2006). Transformation, technology, and education [Blog post]. Retrieved from http://hippasus.com/resources/tte/.
- ^ Puentedura, R. (2014a). Building transformation: An introduction to the SAMR model [Blog post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2014/08/22/BuildingTransformation_AnIntroductionToSAMR.pdf.
- ^ Puentedura, R. (2014b). Learning, technology, and the SAMR model: Goals, processes, and practice [Blog post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2014/06/29/LearningTechnologySAMRModel.pdf.
- ^ Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms. The Social Studies, 107(2), 68-73.
- ^ Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- ^ Hamilton, E. R.; Rosenberg, J. M.; Akcaoglu, M (2016). "The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its Use". TechTrends. 60 (5): 433–441. doi:10.1007/s11528-016-0091-y.