1.
How do your instructional decisions change as
you describe your lesson at each SAMR level?
My instructional decisions did change as I described the different levels of SAMR. At the first level of SAMR, “S”, technology was used as a tool, but it was used at a very shallow level. Students were learning, but they weren’t in charge of their learning. Watching a video to learn, would also make it hard for students to learn anything past what the video teaches them. As the different levels of SAMR went up, the amount of technology did also. Student’s weren’t just using technology as a tool, but they would be working alongside it. In this specific lesson, technology not only enriches it, but also fuels it the higher along you get with SAMR. Likewise, as the different levels of SAMR progressed, my role within the classroom did also. The first part of SAMR is only contingent on the teacher playing a video showing students what price is and how buying and selling goods work. During the lower levels of SAMR, the teacher’s role is very hands off, and near the end the teacher is learning beside the students. This learning could take place through watching the students create their own community, or when they present to community members. Near the end of the levels, students also are in charge of their own learning. They are learning from each other, but they are also learning by teaching each other.
My instructional decisions did change as I described the different levels of SAMR. At the first level of SAMR, “S”, technology was used as a tool, but it was used at a very shallow level. Students were learning, but they weren’t in charge of their learning. Watching a video to learn, would also make it hard for students to learn anything past what the video teaches them. As the different levels of SAMR went up, the amount of technology did also. Student’s weren’t just using technology as a tool, but they would be working alongside it. In this specific lesson, technology not only enriches it, but also fuels it the higher along you get with SAMR. Likewise, as the different levels of SAMR progressed, my role within the classroom did also. The first part of SAMR is only contingent on the teacher playing a video showing students what price is and how buying and selling goods work. During the lower levels of SAMR, the teacher’s role is very hands off, and near the end the teacher is learning beside the students. This learning could take place through watching the students create their own community, or when they present to community members. Near the end of the levels, students also are in charge of their own learning. They are learning from each other, but they are also learning by teaching each other.