Last Blog Post! We did it!
Relationship between SAMR & TLC
SAMR is an element of TLC, more specifically SAMR is connected to learning. SAMR is based around the idea of how student learning can be transformed through the use of technology. My general conclusion about SAMR is that the framework or steps are intended to deepen the connection of learning for students with the goal being able to create new learning. As a teacher moves through the stages within the SAMR model and get to Modification and Redefinition students are accessing new ways of learning through the use of technology, but SAMR/tech aren't the learning themselves. The skills of the teacher and their learning goals for the students will determine if the use of technology was effective.
SAMR Model and Integrating with Intention
I think the SAMR model is a good reminder that nothing can replace intentional and effective teaching teaching. A good teacher will be able to take different tech mediums and apply them in the class to engage students, but the key part is the teachers involvement. Tech may make tasks streamlined or easier, but that should not devalue the learning. The SAMR model can assist me keeping me in line with my goal which is to transform learning for students, I should strive to modify or redefine learning when using tech. Take for example this web application that illustrates the scale of our universe.
This has been perviously impossible to show at this level, but that alone doesn't make it effective based on the SAMR model. If students just look at the site, mess around with it they are not getting the full definition experience. I need to apply context within this tech like having them look at a carbon atom, comparing that size then connecting it to construction of a glucose molecule which contains carbon. Then having students build a 3D model of glucose, students will be able to get attach their context therefore gaining a deeper understanding.
SAMR Analogy
The above image isn't an analogy, but I felt it was a great graphic for wrapping your around the different stages or steps of SAMR. The picture does a good job at capturing how each step is different when integrating tech into the classroom.
This is a good analogy for SAMR in my opinion. I like how you can see the natural progression of innovations for brewing coffee here, and how that ties into SAMR stages ending with Redefinition which completely changes the game. When Keurig machines came out the whole industry was rocked and different innovations started coming out as a result. Also, I just like coffee.
Level of SAMR Used Most
I have a feeling that I will be mostly in the Augmentation and Redefinition levels the most. Using tech to streamline day-to-day tasks, but also striving for most technology we use to benefit students. I want tech to be game changers when students use them. I am slightly worried that the "novelty" of tech waring off, so when we engage with unique programs I want students to be amazed by it. I want quality over quantity.
Thank you for reading, I hope you all make it out of the last week without losing too much sleep.
Jon –
ReplyDeleteThe Scale of the Universe site is such a cool resource! I had never seen it before, and I agree—it really helps make something so huge and abstract feel a little more understandable. I like what you said about how it can’t stand alone and needs teacher context for students to get the most out of it.
Did you get a chance to use this with your students during student teaching? And where did you find this resource?
Yes I did, The students loved it both 7th and 8th! I was able to use it with my 7th graders in a similar context to what I talked about in the post. My 8th graders were doing space science though, so we got to go as pig as possible and they were getting each other hyped every time the site zoomed out. I found it by accident when looking for a contextual example of the size of an atom.
DeleteJon,
ReplyDeleteI really appreciate how clearly you emphasized that tech alone doesn’t equate to meaningful learning—it’s the teacher’s intentional use and framing that brings the SAMR model to life. Your expertise in this area is evident. Your example of using the "Scale of the Universe" site is an excellent illustration of moving beyond novelty; it’s not just about the tool, but the context and connections you build around it. I also love your coffee analogy!!
You mentioned aiming for quality over quantity with tech use—what’s one tool or strategy you’re most excited to try that you think could create that “wow” moment for your students? I'd love to hear your thoughts on this.
In my limited experience, any tech that is unpredictable with play is more bang for your buck. An example would be my students used a program to create a better palm oil farm and the simulation included orangutan populations growing or decreasing, money, tiger populations, and a lot more. the students dug deeper because there was a correct answer, they got to play and test ideas.
DeleteHi Jon,
ReplyDeleteOpening up your blog post to that meme made me laugh- thanks for that! Also I see we used the same analogy for our blog posts- it's a good one! I also just like coffee. Just out of curiosity- During your student teaching experience, did you get some ideas for how to augment and redefine assignments with technology? Or has most of your experience with it come from our courses at EWU? For me, it's a mix of both. Good luck with the last week!
I am glad that meme made you laugh, I had a hunch we all felt like that this week. I liked that we both used the coffee one too, and I am in a similar boat as you. It was a mixture and mostly my use of tech in placement was because our curriculum lacked and I needed to give students more context or practice.
DeleteHi Jon,
ReplyDeleteI thought your example with the Scale of the Universe app was a great reminder that even the coolest tools still need solid teaching behind them. Letting students explore something to simply just check it out isn’t necessarily enough - they need context to really understand what they’re looking at. Have you thought about how you might assess something like the 3D glucose model? Good stuff!
Hi Jess! There is actually a really sold program called https://molview.org/ that allows for model creation both in the traditional method that shows real time 3d molecules. This is a cool site, but I feel like building a model with your hands adds more to the learning experience.
ReplyDeleteHi Jon!
ReplyDeleteI had never heard of Scale the Universe before reading your post, so I had to check it out. It's pretty awesome! I've never heard of a Japanese Spider Crab, but seeing how big it is it right next to an elephant is terrifying, I thought it was a monster from a Godzilla movie! Your coffee analogy is also a great visual, and it makes a lot of sense to me when I see it in this context. With the SAMR model in mind, what kind of tools do you think you'll take advantage of the most??
Since you asked me previously, I'll ask you... What is you're affordable dream car? $40k or less!