The SAMR Model And Its Use In The Classroom

The SAMR model is one that has been developed by Dr. Ruben Puentedura.  The reasoning for this model is to address the change in delivery of education through the growth of technology in everyday life.  As I mentioned in my last post, there are those in education who are worried about how they will be impacted by the growth of technology in education.  Some are unsure about whether they'll be able to keep up with what is happening in technology, while others think that they'll be redundant as the profession is replaced by computers and students reading Wikipedia.  The SAMR model addresses the worries in a way that creates an environment where all educators, both new to the profession or seasoned veterans, can adapt their classroom instruction for the benefit of the students and make it authentic to their own real-world experiences.

Don't worry... The robots aren't supposed to
take over for at least another 50 years.

The SAMR model presents a change in the delivery of education.  The steps involved are:

• Substituting – Replacing a traditional practice with a new tool (e.g. using Google Docs as a word processor – same task – different tool)
• Augmenting – Using the technology to include something new that enhances the task (e.g. autosaving to the cloud)
• Modifying – Technology allows for significant redesign (e.g. students can collaborate on one document and use the comment feature to provide immediate feedback)
• Redefinition – Using technology to allow for new tasks that were previously unimaginable – (e. g., creating a piece of writing or a presentation collaboratively with students across the world including words, images and narrative and posting them to a website for a global audience)

Courtesy of OSAPAC

What educators need to know right away is that the SAMR model not only still requires teachers to teach the material at hand, but in fact teachers will be the centrepiece of the learning.  The teacher in this case is no longer a person who simply teachers, receives work and provides feedback, but also as a facilitator of a classroom (and possibly global) discussion on a topic where students are free to explore and follow their interests while still learning the new material at hand.  What's even better is the technology is already at hand and being used with some not even knowing it.

Take for example, the above SAMR model from OSAPAC details the usefulness of Google Docs in the classroom.  Why this is important is because of the usefulness and ease of use Google has created through their cloud.  Anyone is able to access their work anywhere, anytime.  Five years ago, if a student was working on a document for an assignment, they had to use Microsoft Word at school, save it to a USB and bring it home, where they hopefully have a word processor of some sort.  If it came to collaboration, it was even more difficult as only one person could work or edit the material at any given time.  Education and demonstration of work in this case is very singular and personal, which in today's interconnected world is totally against the social aspect of the modern adolescent.

What can Docs do for you?
SAMR is what it can do!

Now, using the SAMR model, let's have a look at how the same can be done with Google Docs. Students still have a word processor, similar in appearance and functionality as Microsoft Word, but one where everything they write is saved instantaneously to the cloud allowing them to access their work from anywhere they can get a wifi signal.  While the basics are still there, the use of Docs goes a step further.  Students are able to work together to achieve a goal.  They can share their work with their colleagues, their teacher, their family or whoever they so choose.  Using this, students can create a variety of products, such as a slideshow on Google Slides, a Prezi, record their audio and create an animation or anything they so chose to demonstrate and show their learning.  This builds on something that is familiar to both educator, student and parent but also spans the generation gap between all.

SAMR is something that would need to be slowly introduced to a staff who are unfamiliar with technological education.  I would suggest the approach be taken in steps similar to how they are separated above.  The easiest way to do it would be to use the Google Docs approach, where something is familiar to them while also being different enough to be new to them.  My school has gmail accounts set up for all students and staff members, so the hard part is out of the way.  The key however is all those who want to be involved must be willing to learn and sometimes leave their comfort zone to ensure the skills are gained to deliver technological education as a way to enhance learning and not simply replace old tools by claiming it's "online".

Semester 2 starts in 6 days, and I can't wait