Blog Post #6: SAMR

Blog Post #6: SAMR

Describe a lesson you have observed or taught that would be classified by Dr. Puentedura as “redefinition.” If you have never witnessed this type of lesson, describe a “modification” lesson. If you have not witnessed either, explain why you think this level of technology integration is not happening at your school. Feel free to share any resources for this lesson that would be useful to others.

 Does Paul Swanson’s analysis of SAMR  assist your own understanding about the role of technology?

 What connections can you make to your Personal Inquiry for this course?

 Technology integration can be a daunting concept for educators.  However, Dr. Puentedura’s SAMR model is a great tool to help us understand how it can work.

Unfortunately, I have not taught a lesson where “redefinition” has occurred…at least I don’t think I have!  However, lessons that show “modification” have occurred for me.  One example is when I had my students video their climbing skills and reflect on them.  They made connections to the learning targets, talked about their improvement and what they needed to work on, and also discussed the importance of route planning before climbing.  They were asked to post this reflection on their blogs and also comment on their classmates’ blogs as well.  This type of collaboration and reflection was a powerful way for students to understand their own progress and also appreciate the progress of others.

At SAS, I think that redefinition lessons are happening, but not frequently enough.  For many, I think it feels daunting and confusing.  Excitement is natural for trying new things, but when the trough of disillusionment occurs, we can become disheartened.  So, when uncomfortable, we tend to fall back on old habits and what has “worked” for us in the past.  However, if we are all fully aware of how to utilise technology in the classroom for more than just “substitute” purposes, we would feel much more comfortable trying to integrate tech into our lessons at the higher levels of the SAMR model.

 Teacher Paul‘s analysis of the SAMR model helped me to better understand the concept.  However, I do understand that technology should not simply be a substitute or alteration for something more traditional.  Using technology to enhance teaching methods and student understanding should be the goals.  Also, allowing students to be more in charge of their learning and rediscover their joy and passion should be the ultimate goal of using technology in schools.  Actually, that should be the goal of education regardless of the technology or strategies used.  Having students take ownership of their learning while utilising technology is something that interests me and is related to my own personal inquiry for this course.

References:

Commonsensemedia.org. Ruben Puentedura on Applying the SAMR Model. [online] Available at: https://www.commonsensemedia.org/videos/ruben-puentedura-on-applying-the-samr-model [Accessed 22 Jun. 2017].

Teacherpaul.org. (2016). Rethinking SAMR – Teacher Paul. [online] Available at: http://www.teacherpaul.org/2889 [Accessed 22 Jun. 2017].

3 thoughts on “Blog Post #6: SAMR

  1. Hi Jared,
    I agree with your assessment of how often “redefinition” lessons are happening at SAS. One of the reasons I thought this may be happening, in addition to teachers being confused or daunted by it, is that I feel there hasn’t been a real push to use our technology beyond how many of us are already using it. Do you think that’s something that should come down from administration or would teachers view it as yet another initiative added to their plates?
    When I spoke with Tony about technology I had asked him how it can be better utilised in physical education, especially in a climate like Singapore where it’s not always feasible or advisable to have cameras outside cooking under the sun. It sounds like your team has some really great ideas already.

    Like

    1. Hey, George. I think anything coming down from admin at this point would be a load on teachers. Maybe the push has to come from teacher leaders. Tech is a part of life, and another tool to make the education experience more effective for students. So, under utilising these tools can be a disservice to our students. As PLC’s, we can help each other to come up with new ideas to use tech more effectively; not just for the sake of using it, but actually providing our students with a better experience in schools. Both Tony and I are wondering about the balance of tech in class. We want to make better use of tech without losing activity. My personal inquiry also deals with how students can take more responsibility for the use of tech in class. So, maybe teachers who are less comfortable with implementing then use of tech in their classes can have the students lead them. Thanks for the comment!

      Like

  2. Hey Jared – Like George I agree with your comments about redefinition lessons not happening enough at SAS. Given the level of support through instructional and IT coaches that is available, we should be ‘batting’ at a higher average than we are as a team. I love the stand that you are taking for having tech be a vehicle for students to be able to self-direct their learning more, I also think it will be the main key to success as SAS moves along the spectrum toward personalized learning. So I am wondering if you have any plans for sharing your inspiration and ideas with your PLC? From my perspective I am inquiring into ideas for inspiring and empowering the World Language PLCs to really take their use of tech to the next (SAMR) level/s – and get people sharing ideas to keep the process moving.

    Like

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s