Climbing Up the SAMR Ladder

Image Source: https://cdn.thinglink.me/api/image/413467334112444418/1024/10/scaletowidth

The SAMR model framework is something that I have learned a little bit about in the past, but wanted to spend some more time exploring it so that the concepts could be solidified. From my research, I have learned that the SAMR model is comprised of 4-levels that provide teachers with a guide to help them make effective use of technology in their instruction. The four levels include substitution, augmentation, modification, and redefinition. As you move through these levels in the order mentioned previously, technology moves away from just enhancing a lesson and towards completely transforming instruction. This website link that Nicole shared with us helps to explain in more detail what the 4-levels of the SAMR model are.
According the the SAMR ladder image posted at the top of this blog post, substitution refers to situations in which technology acts as a direct tool substitute with no functional changes in the task. An example of substitution in a lesson, as shared on this prezi that Nicole provided as a resource, is using a word processor to write an essay response to a story or book. Augmentation occurs when technology acts as a direct tool substitute with some functional improvement in the task. The prezi explains that formulating an essay response to a story or book by using a word processor and text-to-speech system and/or spell check capabilities is an example of augmentation because it is a way to replace or improve the written task. Substitution and augmentation simply enhance learning by providing students with technology devices and tools that allows them to do what they would normally be able to do with paper and pencil. The prezi describes an example of modification as using a word processor and text-to-speech system to replace and improve an essay or narrative writing task and then sharing this writing in a blog so that students can receive feedback from multiple peers. An example of redefinition would be to replace a written task, such as an essay, and have students express their thoughts and learning through utilizing media text creations such as video production. Modification and redefinition levels of the SAMR model transform instruction because students are interacting with technology in ways that would not be possible in the same way by using paper and pencil.
When thinking about how the SAMR model relates to my teaching within the classroom, I feel as though I have dipped in to most if not all of the levels on one or several occasions. With our school going 1:1 this past year, I have had several opportunities to try out various degrees of technology use with my students. Substitution was used almost daily within my class about halfway through the school year when I began allowing students the opportunity to use Google Docs to free write as well as complete written pieces such as narrative, informative, and opinion pieces. Students were able to use augmentation through the use of Google Docs for written assignments by utilizing features such as spell check to edit and improve their work. Modification was used through the opportunity of using Google Docs for written assignments because the students were able to share their Google Docs with their peers and teachers for feedback and collaboration opportunities. I am unsure about whether or not I have completed lessons or units that can be considered at the redefinition level. I had students complete a collaborative planet research and Google Slide presentation project. Within this project, students worked in groups of three or four and researched a specific planet using website and book sources. They then had to compile their research into a Google Slide presentation that included facts, images, and at least one video. The students worked on one Google Slide presentation from their separate devices. Would this be considered modification or redefinition?
I would like to try to find more ways in which to incorporate the redefinition level of the SAMR model into my classroom instruction in the future. I have done international pen pals with my students for the past three school years, but it has been mostly "snail mail". I like the fact that students learn how to write letters and they get to feel how exciting it can be to receive a physical letter from someone across the world from them, but it takes forever for the mail to be sent and delivered when travelling internationally, which can be less exciting for a generation that is used to having immediate communication with others through technology. Therefore, I would like to try having pen pals through the use of technology, such as blogs and/or Skype sessions. By incorporating technology in this way for the purpose of maintaining pen pal communication, I believe that modification and redefinition would be utilized.