Hi, I’m Helen Prescott, I am an e-learning facilitator working in a primary school in Auckland. I am hanging out in Hillcrest, Auckland today. Today I am going to introduce you to a model which is a roadmap to transforming the learning through technology.
Pegagogy has shifted…. NZ Curriculum key competencies are increasingly evident through flexible learning environments, self management of personalised learning, collaboration, communication, thinking. Teachers as coaches. Modern skills and literacies have emerged. How does technology support these changes?
The SAMR model was designed by Dr Ruben Puentedura to help teachers integrate the use of technology into their practice and transform the learning of students.Use of technology is along a continuum starting with enhancing the learning to transforming the learning, enabling us to do things we could never have imagined before.The SAMR model was designed by Dr Ruben Puentedura to enable teachers to design, develop and integrate digital learning experiences that utilise technology to transform learning experiences to lead to high levels of achievement for students.It is a roadmap which progresses from enhancing the learning to transforming the learning through the use of technological tools. There are four progressive paths being S – Substitution, A – Augmentiation, M – Modification and R for Redefintion.I think this model is crucial in today’s school environment, particularly with BYOD increasing in schools.A model developed by Dr Ruben Puentedura, designed to At the start of the roadmap there aretwo pathways to enhancement of learning.The most basic one is Substitution This is where technology is used like a pencil and paper, it is a direct tool substitute for example publishing a story in Word.
Using the SAMR model as a roadmap, there are four progressive paths being S – Substitution, A – Augmentiation which is a direct enhancement of learning to , M – Modification and R for Redefintion which allows for transformation of learning. We will now look at each path individually.
Substitution:This is where technology is a direct tool substitute for pencil and paper for example publishing a story in Word.This example shows an orientation paragraph typed in Word with drawing tools used to identify the 5Ws. Even my non-writing students were very motivated by this level of integration.
Augmentation is similar to substitution, however with added enhancements, for example the use of spell checker in Word or create a pick a path story with clickable events in PowerPoint.This is an improvement to the task process that could not be accomplished with the older technology at a fundamental level?
So what do we gain from substitution and augmentation? My students came up with typing skills, increased work output, layout and design skills and good learning engagement. A great start to enhancement of learning.
Modification is where the task is uniquely made possible by the new technology.For example a Google Document can be used as the portal for creating a collaborative shared story and teachers/children provide feedback using comments.This can then be shared through technology such as blogs, QR Codes etc.
Redefinition allows for the creation of new tasks which were previously inconceivable.For example create a collaborative multi media story through a range of web tools like Prezi or Voicethread which uses a variety of media including video, pictures, text and voice. Get expert critique through use of Twitter, Skype etc.Use Voicethread as a collaborative space for voice and text commenting. Then create beginning/middle/end collaboratively. Invite an author to comment or even be a part of the collaboration.transforming media into collaborative spaces with video, voice, and text commenting.Invite an author to create a part of the story or comment. Opportunities for online collaborationClasses round the world create beginning/middle/end collaborating on characters in the story, plot, planning sideThen pass on to each other for editingFinal result can be mixed media. For example use www.prezi.com
At this level, common classroom tasks and computer technology exist not as an end but as supports for student centered learning. Students learn content and skills in support of important concepts as they pursue the challenge of creation. Collaboration becomes necessary and technology allows such communications to occur. Questions and discussion are increasingly student generated.So what do we gain from modification and redefinition levels? Students that are critical thinkers who are able to reflect and collaborate using a variety of modern literacies who are able to self manage their own learning. Opportunities to participate and contribute are opened up and through collaboration new ideas are created.
SAMR is a great framework for thinking about technology and how it can be best used in a teaching environment to bring about transformational learning opportunities that wouldn’t have been possible without the technology.
Thank you to our host Sonya for all your hard work and providing this opportunity to present and thank you all for listening.
SAMR Presentation by Helen Prescott
Modern Learning Environments• Thinking• Using Language, Symbols and Text• Managing Self• Relating to Others• Participating and ContributingKey Competencies
What is the SAMR Model?Dr Ruben Puentedura’s Model
What do we gain from these levels?Layout/DesignSkillsIncreasedworkoutputTypingskillshttp://www.flickr.com/photos/katiekrueger/
What do we gain from these levels?Development ofnew literacieshttp://www.google.co.nz/search?q=free+screen+beans&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ei=uLixUbzXHon0lAX19oCICQ&ved=0CDQQsAQ&biw=1021&bih=601#facrc=_&imgrc=SesAinpan86t9M%3A%3BCVeBfzPjCWizoM%3Bhttp%253A%252F%252F1.bp.blogspot.com%252F_bZpzjZ2cdYo%252FS9Y6OhlWMqI%252FAAAAAAAAAyE%252FIG8MQPQcQds%252Fs320%252Fscreen%252Bbeans.jpg%3Bhttp%253A%252F%252Fmysparklingevent.com%252F2010%252F04%252F%3B413%3B431Creation ofnewideas/knowledgeCollaborationSelfManaging