How do your instructional decisions change as describe your lesson at each SAMR level?
How does your selections of different technologies change as you describe your lesson at each SAMR level? As the levels progress, technology is used more and more. In substitution, they use computers to create graphic organizers but as we get to modification they can use iPad apps to draw their own plant models to base growth patterns off of. Then we get to redefinition they are using multiple apps, spreadsheets, and Google docs, and Youtube videos to complete their data tables.
How does your role within the classroom change as you describe your lesson at each SAMR level? My role becomes more of an assistance than a commanding role because by the last stage of the SAMR model (redefinition) they are using the technology to look at models, different parts of a plant, and considering other growth patterns in order to create their own with their resources and technology. In the beginning, I feel I would still be giving lots of direction and giving lots of examples but as the augmentation portion begins where we do start to use more technology and modification is when we switch from using lectures and previously picked out models to using the technology to find new plant structures and more detail about the growth patterns.
How does the student role in learning change as you describe your lesson at each SAMR level? Each time we get further into the SAMR model, it becomes more student based and student opinion. Substituting a computer to create a data table instead of paper doesn’t mean they have lots of freedom. They’re just using something to make data tables easier. But by redefining how they find these plant patterns and what plants they choose becomes more student independent with their opinions and choices.
