What is the SAMR Model? Reflection of our teaching experience

In recent years, technological devices such as mobile phones, PCs, tablets,etc., became more prominent in the lives of students. It can not be denied the fact that those devices have the potential to transform learning. As futures teachers, it is our job to find innovative ways to enhance student's learning experiences. But, "how do I do this? " Well, you can start by thinking about technology not as a separate thing but as an integrated part of your lessons and classroom environment.

The implementation of the SAMR Model would be a good start. It consists of a framework created by Dr. Ruben Puentedura (2010), which includes four levels of technology integration to support educators in creating optimal learning experiences in the classroom. The acronym stands for Substitution, Augmentation, Modification, and Redefinition. The SAMR model can be used to reflect on how you are integrated technology into your classroom. The image below provides you with a brief explanation of each of the levels mentioned before.

Having explained this, I can move on to tell about the experience we had when preparing some activities by applying this model for our ECO II class. We used an app called 'TinyTap' and selected three activities to tech parts of the body and colours. The first activity consisted of choosing the correct part of the body (included an audio file pronunciation). The second one consisted of listening to the question about part of the body and colour and then choosing the correct spelling out of three options. Finally, we selected a volunteer to come to the front and choose the correct part of the body mentioned by the teachers and place it in the correct place of the picture. In order to view the activities from the app, we use a notebook and a projector. 



Despite our effort to deliver an engaging activity and enhance students learning experience, we faced some difficulties at the moment of introducing technology in the lesson. These include problems with the netbook, the internet connection plus the lack of speakers for better quality and volume of sounds. As well as that, the activities chosen does not meet the requirements for the SAMR model expect Substitution. So, in order to improve the level from Augmentations to Redefinition, we could have asked students to download the app in their mobile phones and search for similar activities for their level. Then, share those activities with their classmates by sending the link. Finally, students could form groups, write short instructions similar to the ones the saw in the app and then record a video by showing the parts of the body plus the audio. After that, students can upload their videos on an Instagram or Facebook account credited by the teacher 

To conclude, Dr Puentedura recommends a series of reflection questions that educators can follow to help them move up the SAMER ladder.  You can access them and some extra information through the references below. 

 References:
Ruben R. Puentedura, Ph.D. (2017)- AMR: Beyond the Basics: Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/04/26/SAMRBeyondTheBasics.pdf

 Video- "What is the SAMR Model? 2016- https://www.youtube.com/watch?v=9b5yvgKQdqE&feature=youtu.be


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