The document discusses integrating technology into teaching using the SAMR model, which categorizes the use of technology into four levels from substitution to redefinition. It provides examples of classroom activities that fall under each level of SAMR and encourages teachers to be creative in using technology as a tool to enhance what students are learning. Workshops are also proposed to help teachers classify technology uses based on the SAMR model.

1. Integrating Technology
using the SAMR Model

2. Teachers must prepare their students to be global,
21st century citizens and lifelong learners.
These are some questions which teachers have to ponder about:
How do we help our students become culturally literate?
How can we introduce our students to their global peers?
What skills must students learn to be literate in the 21st century?

3. Characteristics of 21st century learners
Problem
Solving
http://www.educatorstechnology.com/2013/06/12-important-attributes-of-21st-century.html
Risk
taking
Being
willing
to work
Feeling
confident
Being
motivated
Being
responsible
Showing
care
Showing
respect
Being
persevering
Being
focused
Working
with
others
Using
common
sense

4. In 21st century education possessing knowledge is not
adequate. So teachers must provide any environment
which helps their students to learn:
• To communicate
• To collaborate
• To think critically
• To work creatively
• To embrace technologies
• To be lifelong learners

5. What
students
learn How
students
learn
Tools
students
use to
learn
The three-legged stool concept

6. These students aren’t excited because of the
technology. It’s about what they’re LEARNING
with the technology.
Technology is a Tool, not a learning outcome

9. It is the teacher’s imagination, creativity and
aptitude in integrating technology into lessons
that has the greatest impact on whether or
not educational technology is effective.

10. https://www.youtube.com/watch?v=OBce25r8vto
The SAMR model video

13. Substitution
Technology is used as a direct substitute with no function at all.
Handouts are emailed to students or placed on the VLE.
PowerPoint presentations are uploaded on the VLE.
A note-taking app is used to draft a document.
eBooks are used in reading groups.
Teacher writes on the IWB.

14. Augmentation
Technology adds functional improvement.
Students take a quiz online. Immediate feedback is given.
Basic functions of eBooks are used such as Read To Me.
Spell check and thesaurus are used.
Images and graphics are easily embedded.
Writing an email.

15. Modification
Technology redesigns part of the task.
1
• Teacher shifts the focus of some of the writing
task to be collaborative.
2
• Students use an online collaborative space (Wikis)
to write in small groups, conduct peer editing and
feedback and to comment on final products.
3
• Students download and annotate images using
Skitch or PicSay.

16. Modification
Technology redesigns part of the task.
1
• Students create and scan a QR Code.
2
• Students draw their own pictures or take photos.
Then they add audio recordings to create a video.
3
• Students use an online forum to discuss about a
given topic.

17. Technology is used innovatively in ways never possible before.
Redefinition
1
• Children’s drawings come to life by using
Aurasma.

19. Redefinition
1
• Using media other than Word processing tools to convey
deep analytical thought: digital storytelling or comic
creation.

20. Redefinition
1
• Teachers and students use Skype to connect with
experts and other classrooms all over the world.

23. Workshop 1: Planning activities using the
SAMR model
Attivita` tal-Istudju Soċjali: Blokk Ċ 4.2: Il-ħajja fil-belt jew raħal tagħna
Think of four activties related to the above.
Each activity must fall under a different level of the SAMR model.

24. Substitution
Augmentation
Modification
Redefinition
Typing information about your town
or city.
Creating a brochure or guide about your
town or city.
Creating a guide which incorporated
multimedia and student collaboration that
includes video and student narration.
Explore the location using Google Earth to
promote the viability of the location as a
tourist destination. Inclusion of interviews
with residents and sharing online with other
schools.

25. Substitution
Augmentation
Modification
Redefinition
Book report typed on MS Word.
Book report is spell-checked, emailed
for approval, revised, printed for the
teacher.
Book report is delivered in a variety of
formats using multimedia tools.
Book report involving communication
and collaboration with other learners.

26. https://childrenasresearchers.wikispaces.com/samr
Whole class discussion, typing ideas on Word.
Use Easi-View and projector to write ideas,
add drawings and highlights.
On an individual level students use a
mindmapping tool and report back at
the end of the session.
Students mindmap in groups then share
ideas on a collaborative document where
they can read each other’s ideas and
add any new they have.

28. Workshop 2: Classifying activities in videos
using the SAMR model
• Watch the video assigned to your group.
• List the classroom activities and identify
the SAMR level reached and why.
• Share your ideas with the rest of the
teachers.