2.24.16

SAMR...What's that???

This week we have been discussing and learning about TPACK and SAMR.  I hope I'm not the only one that still finds SAMR fuzzy and not very clear even after watching the videos.  Sure, I now know that SAMR stands for Substitution, Augmentation, Modification, and Redefinition but what does that really mean when thinking about technology in the classroom.   Since I was still a little confused I decided to go to Google to find out more.  I was able to find an article on EdSurge News called "A Guide for Bringing the SAMR Model to iPads."  The title is not the part of the article that caught my eye though.  This article compares the SAMR Model to a Starbucks drink, and who doesn't love a good Starbucks drink.  This article made SAMR real to me and connected with the way that I think.  This is something that we must do in our future classrooms.  We have to find ways to make the material relate to things that our students enjoy or are passionate about.  If we can do that then our students are already that much more engaged, which makes our jobs a little easier.

So back to the Starbucks comparison...

Substitution is when you substitute a cup of coffee that you could make at home with a cup of coffee from Starbucks.  It's still coffee and there is no real change.  Augmentation is when you take a regular coffee and make it better by adding ice or cinnamon on top.  You didn't change the coffee, but you made it taste better by adding other ingredients.  Modification in Starbucks terms is when we add whipped cream, caramel, and some special flavoring to create salted caramel mocha.  Now we have modified the augmented coffee and made it more of its own personal flavor.  At the Redefinition level of the Starbucks line, we have the Pumpkin Spice Latte, which is something that you can only get at Starbucks.  

When you take these comparisons and apply them to the SAMR method, suddenly the method makes a little more sense to me.  I was then able to understand the suggestions the article lists for bringing the SAMR method to iPads.  

So with the iPad (or computer) at the substitution level we can now have students take notes or type an essay using Google Drive or Evernote instead of writing with a pencil.  Essentially the students are doing the same task but they are just using technology to accomplish the task now.  At the augmentation level students can use apps such as Skitch or PicCollage to find objects in the classroom, take pictures, and then label their work.  This doesn't change the task of labeling, but it uses a different tool to make the final product look "better" or different from a printed worksheet requiring labels.  Technology used to modify could be having students create soundtracks with GarageBand or create an Book Trailer using iMovie.  This changes the task some by making it more personal.  By finding ways to use technology to take the learning outside of the classroom's four walls you are redefining a task.  This can be done by using Google Hangouts for Virtual Book Clubs, taking Virtual Field Trips, or connecting to the world through Twitter.

This article gave me a clearer mental image of what SAMR is and gave me some unique ideas for how to reach these levels in my future classroom.  I related this article and the learning that I gained with NCTCS 3d and 4d.  I found that making information relevant to the student (in this case myself) really does help students learn and retain information better because they have made lasting connections.  I also found new ways to utilize technology and the levels at which I can apply technology in the classroom.  It is not possible to reach the Redefinition level everyday, but I think that it is important that 21st century learners have the opportunity to be taught at the M and R levels as much as possible. 

https://www.edsurge.com/news/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads