SAMR Model

How ICT can be used in the classroom through the SAMR Model.

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Redefinition

The redefinition step of the SAMR model is the last step where the classroom activity cannot be performed without the technology. Computer technology allows students to participate in this new task that would not be possible without the digital transformation. Incorporating technology in learning tasks, encourages students to understand how to use the technology properly in order to complete the task. During this step, student can widen their tech skills because they are compulsory during this activity. In the Business Studies classroom, students are asked to convert their advertising campaign ideas, poster and radio into a real television commercial. Students are to plan, act and record themselves in a group of four to create a tv ad. The teams of students take on different roles in the production and are to collaborate to create one final video. At this level of ICT use, the common classroom task of learning about the television channel in advertising is enhanced by creating relevance for the students – they can reflect on their own favourite or least favourite advertisements they have seen. Students learn skills in support of importance concepts as they pursue the challenge of creating a professional quality video. Further, in order for each team member to collaborate, they must use technology to communicate and generate ideas for their project. This video is a great example to show your students the power of technology through tv advertising.  This ICT presence supports their advertising campaign through each level of the SAMR model by using different channels of advertising.

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Modification

https://www.youtube.com/watch?v=npNBBrgYcRA

The modification step of the model is when technology is used to redesign the original task. This step involves much more technology to the point of transforming rather than enhancing the classroom. The technology used is more than a learning resource, it is the mode of learning and the task cannot be completed the same way without the presence of technology. In the Business Studies classroom, students are required to convert their advertisement (the digital poster created in substitute) into a radio equivalent. Students will create a 30second radio recording to assist their big idea pitch. They are to transform their print advertisement into a radio advertisement by recording the important aspects of the printed poster and communicating that information through audio. There is significant change in the original task; by introducing audio to the learning process, children are encouraged to use technology in a way that transforms their learning to the next level.  Computer technology is imperative for this activity to function – allowing students to understand the intricacies of media advertising, specifically through the radio channel. The link provided, demonstrates a 30second clip you could use as an example to show your students what is expected of them.  

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Augmentation

https://www.youtube.com/watch?v=QgjPchabVQw&frags=wn

The augmentation step allows technology to aid a common learning activity by widening the scope of the task – it functionally improves the task by using the technology. For example, in my Business Studies class where I would usually ask students to write and deliver a two-minute speech, I would transform this into a multimodal presentation.  Following the Ad campaign illustration, I would ask my students to present their ‘big idea’ as a pitch to potential investors by using their poster (mentioned in substitution) using a Prezi PowerPoint to aid the original task of a “speech”.  Students are to convince the audience of their product in mirror of the persuasive pitches seen on the television show “shark tank”. This encourages students to be creative by using several digital avenues to aid their understanding of how the advertisement world works. At this level – technology exists but merely as a supportive feature to student learning. See the link above for more information pertaining to what the students would be expected to produce for this particular activity.

Link: https://www.slideshare.net/raquelangelica12/gillette-creative-campaign-proposal

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Substitution

http://www.schrockguide.net/samr.html

The SAMR model assists teachers to infuse technology into teaching and learning, it supports and enable educators to design, develop and integrate digital learning in their classroom. The first level of “Substitute” refers to technology becoming an alternative for the same task that can be completed without technology. For example, in my Business Studies classroom, without technology I could ask the students to create (on an A4 piece of paper) a poster advertisement to assist their advertising campaign including a slogan; whereas I could substitute the A4 paper for a computer software that allows the students to design their poster online (e.g. adobe). This becomes a substitute product because the students could perform the exact same task without making it digital. By making the ad digital there is a few advantages: 1) paper is being saved 2) teachers can collect digitally for marking making storage of assessment more accessible 3) students may begin to become more engaged in learning if they don’t have to rely on their “art” skills to physically create a poster. Take a look at this Heinz Ketchup poster and encourage students to use software to design their advertisement in the most eye catching, effective way possible.