Part of the challenge of encouraging teachers and trainers to embrace technology in their curriculum is now how to signpost progress and acknowledge achievement. For some time, I have struggled with how to achieve these outcomes to provide feedback to colleagues on where they are and what they can do to continue to evolve their ePedagogy.
The SAMR model, developed by Dr. Ruben Puentedura provides a clear, aspirational framework for integrating and evolving curriculum through technology.
This model provides four stages for implementation of technology in curriculum, and a benchmark, or ‘line’ which denotes a baseline for best practice.
Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/
Substitution
At the bottom of the model is ‘Substitution’ and it is fair to say most teachers and trainers are able to effectively substitute paper for PDF to reduce waste and the impact of printing on budgets and waste.
Augmentation
A level above is ‘Augmentation’. In this instance, teachers may direct students to use Powerpoint, Word, or Excel to add to their work. Importantly, at this level the task remains unchanged but is complimented or assisted by technology. Using online thesaurus, word counts, tables/graphs, smart art and other add-ons to word processing are examples of this. Considering most research on theoretical assignments involves internet research (‘Augmentation’) this level of tech integration is possibly ‘where we are now‘ in many organisations and institutions. However, this is not aspirational and it is arguably true that most students use technology at a higher, more connected and integrative level than this. Hence, this level of tech implementation falls ‘below the line’.
Modification
Where educators are able to work at the level of ‘Modification’ transformational learning occurs. Put simply, ‘Modification’ involves adapted tasks through the use of technology. Examples include collaborative document sharing, peer review, class wiki, blogs, chat/social networking/using back channels to support a primary task/objective (e.g. Today’s Meet, Twitter hashtags, Instagram, Google groups/classroom, Edmodo), and using multimedia in presentations (combinations of video, audio, text and graphics) or presentation platforms/apps such as Prezi, Thinglink, Google Slides, iMovie, Windows Movie Maker, etc. At this level technology becomes part of the task and is integral to the successful completion of the project.
Redefinition
At the highest level of integration is ‘Redefinition’. In this instance educators think outside the square and attempt to redevelop a task integrating creative, collaborative and highly engaging tools and apps. Examples could include creating Powtoons, interactive spaces in Minecraft, Maker projects, Google Lit Trips, digital images/animations, games, and so forth.
SAMR in practice
Recently, I was able to see how this model was embedded in the teaching practices of a BYOD school. Faculties and departments were audited as to what level of SAMR they were presently working at. Any level of implementation was acceptable as it denoted engagement with the model. However, faculties were encouraged to continually and strategically evolve with the model, moving fro below the line to above the line over time. eLearning leaders assisted and supported staff in moving towards the upper tiers of the model and teachers were supported and acknowledged for their efforts and successes.
This implementation acknowledged the varying degrees of comfort and confidence amongst staff and gave all educators in the community a benchmark to reach and exceed over time.
Further reading and acknowledgements:
Dr Ruben R Puentedura: http://www.hippasus.com/rrpweblog/
Kathy Schrock: http://www.schrockguide.net/samr.html
Ed of ICT: http://edofict.wikispaces.com/SAMR+Examples