This document presents the SAMR model for technology integration in online courses. The SAMR model identifies four levels of technology integration: substitution, augmentation, modification, and redefinition. It is presented as a framework to help instructors evaluate how they currently use technology in their course and identify opportunities to move up the levels towards more transformative uses of technology. The document also includes self-reflection and group reflection questions. Benefits of technology integration are noted such as remedying weaknesses, promoting skills, and supporting self-paced learning. Other technology integration models are also briefly presented.

1. A Taxonomy
for
Technology Transformation in Online Courses

2. Pre-Webinar
Checklist
Mic is off for
participants
Hid self is optional
Record is on
Course Module has
content
Take the Poll
Share screen +
audio

3. AGENDA
• Intro. + analogy
• Relevance to you
• Your Initial Thoughts
• Present SAMR
• Self-Reflection
• Group-Reflection

4. Outcomes
1.Identify the four
components of
technology
integration that
move from
enhancement to
transformation.
2.Evaluate the use of
technology in your
course and
propose revisions.

7. 1. How do I
integrate tech
into my
teaching? What
rules do I tend
to follow?
2. What are the
implications of
doing it poorly?
Of doing it well?

12. Self-Reflection:
• 1. What is
surprising/interesting
so far?
• 2. What did you
already know but
now see in a different
light?
• 3. What questions
remain?

14. `
What will I gain by replacing the
task with technology?
Does the technology add new
features that improve the task?
Does the task significantly
change with the use of
technology?
Does the technology allow for the
creation of a new task previously
inconceivable?

15. Group-Reflection:
• 1. What is
surprising/interesting
so far?
• 2. What did you
already know but
now see in a different
light?
• 3. What questions
remain?

16. How to use?
1. Create
benchmarking
exercises against
prevailing
technology to train
instructors in the
model.
2. As an audit tool to
assess the level of
technology
integration and
provide intentional
framework for
selecting technology
and innovating with
it.

18. Select the areas where the use of
audio/video would have made your Canvas
learning experience better.

19. What is the most helpful way a prof. can
organize their content online to aid your
learning process?

23. • Digital Surveys
• Digital uploads of assignments vs. paper
• Use of quiz software for assessment
• Uploading learning resources e.g. PDF
• Interactive whiteboards + saving + distributing
• Use of digital gradebook

24. • PP, Prezi, Keynote for assignments
• Audio feedback vs written feedback
• Low stakes learning Quiz taken multiple
times
• Interview of authors via online forums,
chats, email, video conference.

25. • Canvas interactive Quiz to ask,
answer, comment on a video
• Creation of multimedia
presentations
formative/summative
assessments
• Creating screencasting tutorial
videos
• Creating a podcast/blogs/etc.
• Student teaching webinar
recording
• Google docs for group
collaboration or peer feedback
• Setting up learning pathways in
modules for adaptive learning

26. • Create a student
authored OER
textbook/encycl.
• Preach in front of a live
audience, record for
upload, include a
google poll sent to the
audience.
• Create a short film
using apps (Bandlab,
Quik, etc.)
• VR tour of Jerusalem
• VR suicide patient
Chicago school of
Psychology.
• AI Teaching Assistants
• AR overlay to learn a
language (Amazon’s
Sumerian)

28. The S.A.M.R. Model
for
Technology Transformation in Online Courses

30. In summary from Roblyer & Doering, (2014, pp. 62-66) there are
numerous benefits of technology integration such as:
•To remedy identified weaknesses or skill deficits
•To promote skill fluency/automaticity
•To support efficient, self-paced learning
•To support self-paced review of concepts
•To foster creative problem solving and metacognition
•To help build mental models and increase knowledge transfer
•To foster group cooperation skills
•To allow for multiple and distributed intelligences
•To generate motivation to learn
•To optimize scarce personnel and material resources
•To remove logistical hurdles to learning
•To develop information literacy/visual literacy skills.
Roblyer, M.D., & Doering,
A.H. (2014). Integrating
Educational Technology
into Teaching. 6th Ed.
Pearson New International
Edition. Chapter 2.

35. Other Models
• TPACK
• Technological Pedagogical and Content Knowledge (Venn Diagram)
• RAT
• Replacement, Amplify, Transform
• PICRAT Matrix – Passive vs. Interactive vs. Creative
• TIM
• Technology Integration Matrix (5X5 rubric)
• TIP
• Technology Integration Planning (Phase/Steps)
• EAS-T
• Easy Application to Synthesize Technology (Stair model)