I find myself trying to find ways to reach each level, however that may be. I want to push my instruction to reach the modification and redefinition levels more successfully since I am such an advocate for technology, but sometimes I find that the amount of time I have to spent instructing students on how to actually use the technology first can be a deterrent.
The context and available technology definitely impacts the selection of different technologies. I work in a relatively wealthy school district, so the availability of personal devices like cell phones, tablets and laptops is more likely. However, we are still a public school district, so the availability of technology within the building is less so, or the technology may be outdated or low in number, so I find that in order to reach certain levels within SAMR, I really have to think outside the box.
I have to get way more creative personally to move up the SAMR framework. Substitution and augmentation are comfort zones for me, for sure. The more I attempt to modify or redefine instruction and use of technology for my students, the more I have to switch my own role from one of the teacher and authoritarian in the room to one of learning along with the kids, especially when it comes to getting hands-on.
I think the students’ roles change in a similar fashion. The lower the lesson is on the SAMR framework, the less thoughtful they have to be. But once they are given the opportunity to use technology in a way that immerses them in their content, they become more active and more critical.
The context and available technology definitely impacts the selection of different technologies. I work in a relatively wealthy school district, so the availability of personal devices like cell phones, tablets and laptops is more likely. However, we are still a public school district, so the availability of technology within the building is less so, or the technology may be outdated or low in number, so I find that in order to reach certain levels within SAMR, I really have to think outside the box.
I have to get way more creative personally to move up the SAMR framework. Substitution and augmentation are comfort zones for me, for sure. The more I attempt to modify or redefine instruction and use of technology for my students, the more I have to switch my own role from one of the teacher and authoritarian in the room to one of learning along with the kids, especially when it comes to getting hands-on.
I think the students’ roles change in a similar fashion. The lower the lesson is on the SAMR framework, the less thoughtful they have to be. But once they are given the opportunity to use technology in a way that immerses them in their content, they become more active and more critical.