This document presents the SAMR model, a framework for integrating technology into learning tasks. The SAMR model consists of four levels - substitution, augmentation, modification, and redefinition - that represent how a technology can be used to either substitute or transform a task. An example is provided of how technology could be applied at each level of the SAMR model for a vocabulary learning task. A variety of online tools are also presented that could be used to support language learning tasks.

1. SAMR
A model for technology
integration into learning tasks

2. Hello!
I am John Arnold
This presentation is based on my experiences as a:
(1) Teacher trainer
(2) Adult Education teacher
(3) Language learner
You can find me at:
john.arnold@uantwerpen.be
john.Arnold@thomasmore.be

3. Poll:
How would you rate yourself as an
educational technology user?
1. I am an expert – Very, very familiar
2. I am an apprentice – Very familiar
3. I am a competent novice –Familiar
4. I am a novice – Somewhat familiar
5. I am a neophyte – Not familiar

4. 1. The Model

8. (Brubaker, graphic, 2013)(Puentedura, model, 2006)

11. Focus on task
SAMR is a model that allows the teacher to focus
on the task not the technology.
The idea is to transform the product of the task
not the objective.

12. Application

13. The original task
During a unit on the American election
process, the pupils identify a variety of
election-specific vocabulary in receptive
material and use this vocabulary in
productive products.
Content Knowledge: Election-specific
vocabulary & US Election process
Pedagogical Knowledge: Marzano’s 6 steps
for vocabulary teaching (explain, restate,
show, discuss, refine/reflect; apply in games):
cooperative writing

14. The students watched & participated
in a lecture which introduced the
words and then had to look up their
individual word in Lexipedia and
online dictionaries.
PK: Explain
PK: Restate

15. The students chose a word from the
vocabulary list and produced a selfie
that illustrates the concept without
specifically stating the word.
PK: Show

16. The selfies were used to create a set of picture flashcards on Quizlet.
https://quizlet.com
PK: Refine/Reflect; Apply in games

17. Students now added text –
including the word / phrase –
using an online photo editor.
Fotor
http://www.fotor.com/
PK: Show; Restate

18. Finally, instead of producing a
written report, the students
produce a multi-media,
interactive image that
explained the
word/phrase
in more detail.
ThingLink
https://www.thinglink.com/
PK: Restate, Show, Discuss

19. A word wall was created on which all the
ThyingLink files were posted.
Padlet
http://www.padlet.com
PK: Discuss; Refine/Reflect

20. The review in class consists of a game-based approach, which can be done in
teams or individually.
https://getkahoot.com/
PK: Apply in games

21. PK: Collaborative Writing begins a newscast

22. Can you match the elements from the SAMR model
with a description?
Draw a line from the element to its description.

23. Redefining
presentations

24. ADD-INs
 For stand-alone use:
 Participoll
 Poll Everywhere
 For interactive use outside of class:
 Office Mix
 For interactive use in class:
 Nearpod (the best)
 Pear Deck

27. www.linguapolis.be
Vul de sterrenbeelden in.
Ken je ook een typische eigenschap van dit teken?
Kies uit:
✖Boogschutter
✖Tweelingen
✖Weegschaal
✖Maagd
✖Ram
✖Stier
✖Schorpioen
✖Leeuw
✖Kreeft
✖Waterman
✖Vissen

28. www.linguapolis.be
Rarara… Wie ben ik?
Ik ben iemand die in België woont.
Ik ben iemand die in 1960 geboren is.
Ik ben iemand die (officieel) één broer en één zus
heeft.
Ik ben iemand die 4 kinderen heeft.
Ik ben iemand die grijs haar heeft.
Ik ben iemand die met Mathilde getrouwd is.

29. www.linguapolis.be
6.1 Teken en beschrijf
Je mag
gedurende
enkele minuten
naar een foto of
tekening kijken.
Samen met je
college prober
je de tekening
zo juist mogelijk
na te tekenen.
Schrijf daarna
op wat je
allemaal hebt
getekend.
Gebruik ‘er’ +
hangen / staan /
liggen / zitten.

30. Tools

31. Lexipedia
http://www.lexipedia.com/
Available languages: English,
French, German, Dutch, Spanish &
Italian

32. Lingro
http://lingro.com/
Translates from English to Spanish, French,
German, Italian, Portuguese, Polish, Russian,
Swedish, Dutch, Chinese (vice versus) and
from Polish to Swedish

33. Lingro

34. Lyrics Training
http://lyricstraining.com/
Students: Practice listening grammar
Teachers: Can adapt /add lyrics/videos to
focus on a specific grammar topic

35. Lyrics Training

36. Forvo
http://forvo.com/
Students can practice pronouncing individual
words
Teachers can add words and pronunciations

37. Online Dictation
https://dictation.io/
Students can practice speaking the language
by seeing an immediate transcription.
More than 2 dozen languages

38. iSpraak
http://ispraak.com/
You give the students a short text
to practice.
Combines the power of
dictation.io and forvo into one
tool.

39. Time to explore

40. Thanks!
Any questions?

41. Credits
Brown, P. (6 February 2015). ‘A guide for bring the SAMR model to iPads.’ Found at
https://www.edsurge.com/news/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads
Brubaker, J. (26 November 2013). SAMR as Starbucks graphic. Found at
http://techtipsedu.blogspot.be/2013/11/samr-model-metaphor-mistakes.html
Puentedura, R.R (Ph.D.) (18 August 2006). Transformation, Technology and Education
(presentation). Found at http://hippasus.com/resources/tte/puentedura_tte.pdf
Schrock, K. (25 September 2015). ‘SAMR and Bloom’s’. Found at
http://www.schrockguide.net/samr.html
Special thanks to all the people who made and released these awesome resources for free:
✖ Presentation template by SlidesCarnival
✖ Photographs by Unsplash