The last aspect to the SAMR model is that of Redefinition. Under the category of redefinition, the technology allows for the creation of a new task that was previously inconceivable under the traditional ways.

Example 1

The first example of Redefinition is in the subject of my second teaching field of mathematics. Here in the subject of probability students have to do extensive calculations on paper to do different problems on worksheets. Turning this into an example of redefinition could be to use random simulation apps to model probability problems with sample spaces up to the millions. Doing this on pen and paper would be impossible to do for the students, but by using these applications they would be able to use extremely large sample spaces and and thus be able to better see how experimental probability approaches theoretical probability as the sample size approaches to infinity.

Some websites resources where such applications can be found are:

http://www.maths300.com

http://www.randomservices.org/random/

Example 2

The second example of redefinition falls into the first teaching field of Industrial Technology. Here students will be asked to create out of pure wood all the gearing systems to make a working wooden clock. To do this through the use of saws, chisels and old-fashioned drawing implements would be extremely hard if not impossible to do for an expert nevertheless students. However, the redefinition would be for the students to use a 3D CAD modelling software called Fusion 360 to draw all the precise working parts for the gearing of the clock according to the exact specifications needed. Then, they would export vectors from this model and use a laser cutter to cut out the precise shapes on MDF sheet to be assembled. The laser cutter is absolutely precise in all its cuts and would work well to do this job.

The link to the Fusion 360 software is:

https://www.autodesk.com/products/fusion-360/overview

Example 3

This final example is again in the field of Mathematics and utilises an advanced form of online graphing with a program called Geogebra. Here students will use Geogebra with sliders to explore the coefficients of y=ax^2+bx+c. Students will be able to dynamically explore what happens when each of the variables change, giving them a much better understanding of parabolic functions. The use of this software at this level opens up for a whole new exploration of functions that cannot be seen or demonstrated as well with traditional graphing methods.

There is a lesson plan to illustrate this example, as seen below in the link.

Modification is the crossing of the line between using technology for enhancement and now using it for a complete transformation. The technology is no longer being used to do the same traditional tasks in a digital way, but to redesign the task in a completely new way to enhance and transform student learning.

Example 1

An example of modification in the field of Industrial Technology is for students to create a multimedia video on Workplace Safety instead of a Word document on the topic. The video would be complete with voice overs, music and captions and would be posted on youtube for all to comment upon. This example transforms the original task of producing a Word document on the topic by engaging students in the task of multi-media video recording skills. Also, the students learn how to use youtube as a means of uploading and receiving feedback from their videos.

Example 2

Another example of modification in the Mathematics field would be to use a free 3D CAD program called Blender to visually show mathematical functions. Here the student would devise functions and solve them by putting them into blender using the appropriate scripts and programming. This is a radical transformation of the concept of functions and how they look and work in 3D real-time, as compared to traditional hand-drawn representations of graphed functions. The students would learn in a virtual environment the way functions work, as well as learn some basic 3D CAD skills and programming skills.

Example 3

Having students to create a Podcast of a topic is another great example of a tool that can be used to demonstrate modification in the classroom environment. Please see the attached lesson plan that demonstrates how a Podcast can be used as a Modification learning activity in the classroom.

As well as the lesson plan, have a listen to this sample Podcast that demonstrates the simple effectiveness of this avenue of modification in transforming student learning. The topic is on the flipped classroom.

This Podcast was done using the application called Anchor. Here are the details to listen to this recording.

https://anchor.fm/henry749

In the previous blog I talked about the Substitution aspect of the SAMR model. Today, we will continue our exploration of this incredible model of ICT integration, today focusing on the A for Augmentation.

Augmentation is defined as a direct tool substitute with functional improvement over the original task. Whilst substitution substituted technology over the original traditional style without changing the overall functionality, augmentation brings it to a whole new level. Here, the task calls adaption calls for a functional improvement over the previous option.

Example 1

An example of augmentation would be to have students create a video on industrial workshop safety instead of having them fill in a workshop on workshop safety. This would greatly increase their functionality in ICT skills as well as help them to greatly learn and remember the content of workshop safety.

Example 2

Another example would be in regards to improving the original workshop safety quiz that the students would have to do. The idea here would be to get them to design an online quiz in Google forms and have them send it to each other to be completed and marked. This would keep the initially style of a quiz but greatly improve its functionality.

Example 3

The third example would be for them to make a website on Workshop safety. This would give them good ICT skills in web building as well as helping them remember the important points of workshop safety. See the following attached lesson plan and link to a demonstration website that the students could see as a sample of what to do.

The link for the Google Site Example: https://sites.google.com/site/myictmultimediaproject/home

Substitution is the first level of the model that if climbed has the potential to transform the educational experience of students in today’s classrooms. In this ICT experience, the technology acts as a direct substitute, with no functional change in the style of teaching being given. Put simply, substitution aims at replacing traditional teaching tools/styles with ICT tools which perform exactly the same task as done prior to the substitution of ICT (SAMRA, n.d.). We will now explore 3 examples of how subsitution can work in the teaching environment, specially in either Industrial Technology or Mathematics.

SAMRA. (n.d.). SAMRA model. retrieved from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

Example 1

One example of substitution in the Industrial Technology field could be seen in the production of design portfolios by students. Very common and important in this educational field, design portfolios have been traditionally done in A3 folders where pictures, hand drawings and handwritten / typed out text are included. Using the SAMR model, the students could type out their portfolios on Microsoft Word and insert their pictures and other content into the portfolio. Then, it could be printed out in A3 folders and displayed as usual with the created design. This direct tool subsitute allows for the students to engage with computers at a level where basic ICT enhancement is achieved. Whilst the medium is different, the basic function of a traditional portfolio is kept the same.

Example 2

The second example of substitution is in the Mathematics field. Here, students are asked to use Desmos, an online graphing application to draw the graphs of given functions. They are then to print these graphs off for the teacher to mark. In this example again there is no functional change in teaching and learning. Just as was done traditionally, the student still needs to correctly represent the graph on the computer and hand in a written copy to be printed off.

Example 3

This final example of substitution goes back to Industrial Technology. As part of learning, students are required to demonstrate proficiency in Workplace Safety. A traditional method would have been for students to produce a handwritten document with the individual safety procedures for each machine outlined in their section. This would then be handed in physically to the teacher. However, using substitution we get the students to put together a Microsoft Powerpoint for each section where using picures and text they explain the individual safety procedures for each machine, etc. This powerpoint file would then be emailed to the teacher instead of physically handed in. Although the student is using a computer and engaging in ICT, no functional change is demonstrated in the teaching and learning experience, the same mode of teaching and learning is continued.

Below is the lesson plan that follows along with Example 3, showing how ICT is being incorporated using substitution into the lesson.

Thanks for joining me! This blog site serves to introduce you to the SAMR educational model, of which is currently pushed as a modality for introducing better ICT skills in the educational classroom. The SAMR acronym stands for Substitution, Augmentation, Modification and Redifinition, and four subsequent blog posts will show what each one is and how they work practically in the classroom especially as it applies to my field of teaching – Industrial Technlogy and Mathematics.

So thank you for joining me on this journey. As good old Izaak Walton once said…

Good company in a journey makes the way seem shorter. — Izaak Walton