SAMR Model

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The focus of this blog post is the SAMR model and how we can integrate it into the classroom. The central concept of the SAMR model is that technology can play a multitude of roles within the classroom. Working our way up the ladder from simply using technology for enhancement to using it as transformation allows teachers to fully utilize the benefits that technology has to offer. Starting from the bottom of the ladder we can use technology to substitute traditional methods. This does not increase the functionality of the assignment or change its effectiveness. When we use technology in a way that enhances our abilities, for example, tools like spell check and formatting options, we are considered to be using technology on the augmentation level. Moving up the next rung on the ladder we begin to truly start transforming our lessons with the implementation of technology. The final stage is called redefinition. When we use technology in a completely new way that we did not have access to without we are creating new possibilities with the addition of technology.

Often times, when we move our lessons from the substitution level all the way up to redefinition the look of the lesson begins to change dramatically. One teacher observed that she noticed a big difference in appearance when comparing the traditional lesson to the redefined lesson. The plus here is that the new lessons had a much “wider range of skills required...and lessons can become much more engaging and collaborative” (Walsh). I found this statement to be true. The more you engage students in projects utilizing technology the more tools they have at their disposal. For example, a substitution for a typical writing assignment might be to do it in a word processing program. If we move up the ladder all the way to redefinition you may see a teacher asking students to create a story using multimedia tools. Now, instead of only using paper and pencil, or a word document students can choose from a wide array of tools. Some students may prefer to work more visually, other focusing on auditory tools. The student now has the option to decide which way works best for them. This opens up the door for endless creativity. With this flexibility students are given a gigantic power: the power of choice. When a child can relate or find interest in a topic they are willing to engage in deep thinking, creating and discussion (Learner Interest Matters). Therefore, employing these upper level projects, using SAMR as a tool, can indirectly help us differentiate in our classroom. When we find ways to open our projects and lessons up using technology we are also opening them up for more student choice.

Creativity and the ability to problem solve are critical skills in today's society. Teaching using SAMR can help us reach our content goals while also integrating other useful skills at the same time. When we open up the door for student choice we see more involvement and excitement over learning. Working in a daycare, I experienced the power of choice first hand. At my center, I did not have certain content that I needed to follow each week. So, I took the flexibility I was given and made sure that I pursued themes that my kids were interested in. I saw the most creativity happening when the kids were following topics that interested them. For example, I had some girls in the class that really enjoyed the movie Frozen. One day, they decided that they wanted to create their own rendition of the movie. They put together a stage in the middle of the classroom, seating for the audience, created props and decorations out of paper and made tickets to give their friends to view the show. We even had fake popcorn and candy for sale. While this example did not utilize technology I think it relates because it goes to show how excited and committed kids can become if they are allowed to pursue topics that greatly interest them. The kids in my classroom used a multitude of different skills to create their show and I did not have to tell them to engage in any of these learning experiences. If we try to bring this authentic experience into the classroom we can experience a similar joy in learning and large educational jumps.

Learner Interest Matters: Strategies for Empowering Student Choice (2014, August 25). In Edutopia.

Walsh, K. (2015, April 20). 8 Examples of Transforming Lessons Through the SAMR Cycle. In Emerging Ed Tech. Retrieved September 4, 2015.