The SAMR Model
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The SAMR model, or the Substitution Augmentation Modification Redefinition model, is a concept that allows us to see how computer technology may impact teaching and learning in the long run. This is important when combined with the subject of technology, as it gives teachers an important reminder that technology should never be the focus of the lesson, it should transform what is being taught and make it beneficial to student learning. When using technology to teach, it should have a purpose; it should make the lesson better in some way. The SAMR model helps to illustrate and explain the different effects that technology can have when put into a lesson, by breaking the concept up into four levels. |
The Four Levels of SAMR
Level 1: Substitution
At this level, computer technology is replacing old tools that were previously used; the original task that did not require the use technology. There is no functional change in the teaching and learning of the material; the task stays the same, but the means of accomplishing the task changes. An example of this would be having students complete a worksheet online, print it out, and hand it in. This task could be done without the use of computers (printing it off), simply by just writing it down on a piece of paper and handing it in; the task remains the same, but the way in which it is done changes.
Level 2: Augmentation
At this level, computer technology offers an effective tool to perform common tasks. There is some functional benefit at this level, but overall, the task remains basically the same as before. This level is still in the same idea of substation, with added functions. An example of this would be having students take a quiz using Google Form instead of taking it using paper and pencil. There is some paper that is being saved, and both the teacher and the students can receive almost immediate feedback on what the student does or does not know. Students may become more engaged in learning at this level, due to the use of technology.
Level 3: Modification
At this level, common classroom tasks are accomplished through the use of technology. This is the beginning of the transition to enhancing normal happenings in the classroom and transforming them. Unlike the first two levels, there is a significant functional change at this level. The use of technology greatly benefits the students' learning, and the task could not be completed without the use of technology. An example of this would be having students write a paper on Google Docs, where their peers could share feedback on the student's work and collaborate.
Level 4: Redefinition
At this level, computer technology allows for new tasks that were previously unimaginable. This allows for complete transformation of teaching and learning. An example of this would be working on a cultural project with students from all over the world. Students could connect and collaborate, sharing all their different ideas and perspectives to create a project that was once not even possible.
At this level, computer technology is replacing old tools that were previously used; the original task that did not require the use technology. There is no functional change in the teaching and learning of the material; the task stays the same, but the means of accomplishing the task changes. An example of this would be having students complete a worksheet online, print it out, and hand it in. This task could be done without the use of computers (printing it off), simply by just writing it down on a piece of paper and handing it in; the task remains the same, but the way in which it is done changes.
Level 2: Augmentation
At this level, computer technology offers an effective tool to perform common tasks. There is some functional benefit at this level, but overall, the task remains basically the same as before. This level is still in the same idea of substation, with added functions. An example of this would be having students take a quiz using Google Form instead of taking it using paper and pencil. There is some paper that is being saved, and both the teacher and the students can receive almost immediate feedback on what the student does or does not know. Students may become more engaged in learning at this level, due to the use of technology.
Level 3: Modification
At this level, common classroom tasks are accomplished through the use of technology. This is the beginning of the transition to enhancing normal happenings in the classroom and transforming them. Unlike the first two levels, there is a significant functional change at this level. The use of technology greatly benefits the students' learning, and the task could not be completed without the use of technology. An example of this would be having students write a paper on Google Docs, where their peers could share feedback on the student's work and collaborate.
Level 4: Redefinition
At this level, computer technology allows for new tasks that were previously unimaginable. This allows for complete transformation of teaching and learning. An example of this would be working on a cultural project with students from all over the world. Students could connect and collaborate, sharing all their different ideas and perspectives to create a project that was once not even possible.
Universal Design for Learning (UDL)
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The Universal Design for Learning is a "set of principles for curriculum development that give all individuals equal opportunities to learn". UDL acknowledges that a single, "one-size-fits-all" approach to learning is not the solution, but rather flexible approaches that can be customized for the student's individual needs are the solution.
In our country, we have declining test scores that are worse than ever. Yet, we continue to invest money and then blame our teachers, students, and parents for the failures. Rather than trying to make a single education work for all students, based off of the "average" students, we need to realize that the average hurts everyone and destroys individuals' talent. Because our school systems focus on the "average student", we are declining to nurture individual potential, which means we are also losing much talent in our educational system. All students have jagged learning profiles; as teachers (and future teachers) we need to learn to focus on the individual and their strengths and weaknesses, instead of "averaging" everything to create the average student (that doesn't even exist). This means designing individualized learning approaches and utilizing our current technology to create these flexible learning environments. By doing this, the United States with expand our country's talent pool and make American students more competitive in the international marketplace. |