My instructional decisions changed as I described my lesson at each SAMR level because I wanted it to become better each time. I wanted to challenge myself to get the lesson to the redefinition level. My selections of the different technologies changed as I described my lesson at each SAMR level because again, I wanted the lesson to be at the redefinition level so my students would be able to get the most out of it. My role within the classroom changes as I described the lesson at each SAMR level by the pedagogy becoming more student centered. Instead of giving direct instruction, I am simply guiding the students through the process. It changes the students' roles as well. Instead of simply sitting there and passively listening, they receive the opportunity to learn actively.
