samr model
Dr. Ruben Puentedura http://www.hippasus.com
Gorman (2015) asserts that “an understanding of the SAMR Model allows educators to reflect on their own progress while investigating ways to
use educational technology in a useful and productive way” (p. 4). Reflecting on the type of technology I am using for the project, analyzing what
it has to offer to my students, and if it is effective in transforming their learning is going to help me as a teacher on my educational road of
becoming a more creative and innovative educator. Understanding that the final goal of integrating technology into instruction is the Redefinition,
I still believe that the Substitution and the Augmentation stages are important stepping stones on the way to learning transformation. I appreciate
Gorman’s (20015) thought that “while learning activities can get blurred between the steps of SAMR, it must be remembered that educators are
working on a progression…many times the steps between enhancement and transformation can take a bit of time as educators practice, reflect, and
learn” (p. 2).
While the Substitution step is the lowest one on the way to attaining redefinition, it still has a lot to offer to my students in the project on Canadian
Workplace Culture and Integration. The website that I created is a platform for their weekly readings, video lectures, Youtube videos, and
research links that work as “a resource list” for my students. However, instead of handing in their papers in class, my students are going
to write their responses using the discussion board.
In the Augmentation Stage, “the technology has improved the learning experience by adding functionality that would have not been as possible
without the technology” (Gorman, 2015, p. 2). My students are going to do their own online research on Canadian Workplace Culture, compare
their points of views, and share them online.
In the next two levels, Modification and Redefinition, “the technology has the opportunity to change the look and feel of what students
perform…it allows the students to jump outside the original design box” (Gorman, 2015, p. 3). My students are going “to be engaged in their own
learning, which now also extends beyond the walls of the classroom” (Theisen, 2013, p. 523). Their final assessment involves a collaborative
group project of creating an educational videos about Canadian workplace culture and work integration with the help of students' i-phones, i-pads,
or video cameras. Teams of students will collaborate to create one final project answering essential questions about Canadian workplace culture.
In addition to tapping into resources offered in the lessons, students are expected to research outside resources for information - internet search and
conducting interviews with friends, family members, and community members. Upon project completion, a project showcase will be open to
participants inviting them to post their final reflections and comment on the work of others.
I hope that this mode of learning will assist my students' concept of workplace culture and integration to evolve and change through interaction
among participants while "transforming learning activities that are truly personalized, situated, and connected" (Romrell, Kidder & Wood, 2014, p.
4.) with the help of CALL.
References
Gorman, M. (n.d.). The SAMR Model of Technology Integration article by Michael Gorman. [21 century edtech professional development by
Michael Gorman website]. Retrieved from http://21centuryedtechpd.weebly.com/uploads/3/1/9/1/31918433/samr_mjgormans.pdf
Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for evaluating m-Learning. Online Learning: Official Journal Of
The Online Learning Consortium, 18(2). 1-15. Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/435/105
The SAMR model image. (n.d.). [Online image]. Retrieved from https://www.google.ca/?gws_rd=ssl#q=the+SAMR+model+images
Thiesen, T. (2013). New spaces new realities: Expanding learning any time, any place. Foreign Language Annals, 46(4), 523-524. Retrieved from
https://www.deepdyve.com/lp/wiley/new-spaces-new-realities-expanding-learning-any-time-any-place-EQR8IEP53Q
Gorman (2015) asserts that “an understanding of the SAMR Model allows educators to reflect on their own progress while investigating ways to
use educational technology in a useful and productive way” (p. 4). Reflecting on the type of technology I am using for the project, analyzing what
it has to offer to my students, and if it is effective in transforming their learning is going to help me as a teacher on my educational road of
becoming a more creative and innovative educator. Understanding that the final goal of integrating technology into instruction is the Redefinition,
I still believe that the Substitution and the Augmentation stages are important stepping stones on the way to learning transformation. I appreciate
Gorman’s (20015) thought that “while learning activities can get blurred between the steps of SAMR, it must be remembered that educators are
working on a progression…many times the steps between enhancement and transformation can take a bit of time as educators practice, reflect, and
learn” (p. 2).
While the Substitution step is the lowest one on the way to attaining redefinition, it still has a lot to offer to my students in the project on Canadian
Workplace Culture and Integration. The website that I created is a platform for their weekly readings, video lectures, Youtube videos, and
research links that work as “a resource list” for my students. However, instead of handing in their papers in class, my students are going
to write their responses using the discussion board.
In the Augmentation Stage, “the technology has improved the learning experience by adding functionality that would have not been as possible
without the technology” (Gorman, 2015, p. 2). My students are going to do their own online research on Canadian Workplace Culture, compare
their points of views, and share them online.
In the next two levels, Modification and Redefinition, “the technology has the opportunity to change the look and feel of what students
perform…it allows the students to jump outside the original design box” (Gorman, 2015, p. 3). My students are going “to be engaged in their own
learning, which now also extends beyond the walls of the classroom” (Theisen, 2013, p. 523). Their final assessment involves a collaborative
group project of creating an educational videos about Canadian workplace culture and work integration with the help of students' i-phones, i-pads,
or video cameras. Teams of students will collaborate to create one final project answering essential questions about Canadian workplace culture.
In addition to tapping into resources offered in the lessons, students are expected to research outside resources for information - internet search and
conducting interviews with friends, family members, and community members. Upon project completion, a project showcase will be open to
participants inviting them to post their final reflections and comment on the work of others.
I hope that this mode of learning will assist my students' concept of workplace culture and integration to evolve and change through interaction
among participants while "transforming learning activities that are truly personalized, situated, and connected" (Romrell, Kidder & Wood, 2014, p.
4.) with the help of CALL.
References
Gorman, M. (n.d.). The SAMR Model of Technology Integration article by Michael Gorman. [21 century edtech professional development by
Michael Gorman website]. Retrieved from http://21centuryedtechpd.weebly.com/uploads/3/1/9/1/31918433/samr_mjgormans.pdf
Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for evaluating m-Learning. Online Learning: Official Journal Of
The Online Learning Consortium, 18(2). 1-15. Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/435/105
The SAMR model image. (n.d.). [Online image]. Retrieved from https://www.google.ca/?gws_rd=ssl#q=the+SAMR+model+images
Thiesen, T. (2013). New spaces new realities: Expanding learning any time, any place. Foreign Language Annals, 46(4), 523-524. Retrieved from
https://www.deepdyve.com/lp/wiley/new-spaces-new-realities-expanding-learning-any-time-any-place-EQR8IEP53Q