I’m finding the SAMR model (Substitution – Augmentation – Modification – Redifinition) to be very practical. As I thought through the various class activities for today’s blog, figuring out exactly where to classify them was more challenging that I thought it would be.
I kept wanting to “dress up” S and A activities; had to remind myself of the caveat that there’s nothing wrong with using “Substitution” or “Augmentation” if it’s what’s appropriate for the task!
So, without further ado, my class activities illustrating each level of the SAMR Model:
The SAMR model represents levels of technology adoption from enhancing to transforming how teaching practice, learning activities, and technology are used from substitution through augmentation, modification, and redefinition of how tasks and activities are planned
The ISB21 team has built a framework around the needs of the 21st Century Learner in keeping with the latest research and development from both the International Society for Technology in Education (ISTE) and the American Association of School Librarians (AASL). ISTE's National Educational Technology Standards for Students (NETS-S) and AASL's Standards for the 21st Century Learner have been adapted and adopted to articulate the technology and information literacy (TAIL) standards and profiles at ISB. Also included are Learners Profiles by grade span. Instead of just adopting ISTE standards maybe we should use this; what does DESE say about Library /21st century standards?
a specific rubric to assess our teachers and give them feedback about how they are progressing along the path to transformational learning experiences in the classroom. Combining this rubric with Looking for Learning conversations has been absolutely fantastic. For starters, the rubric clearly highlights exactly what we’re looking for in the classroom, based on Dr. Ruben Puentedura’s SAMR Model of the Technology Adoption Life Cycle. -from Kim Cofino