Exploring Technology Frameworks
This week, I learned about different frameworks, models, and matrices that help educators reflect on their use of technology. Prior to the reading and videos I watched about these systems, I had no idea there were any technology frameworks at all. There are several different ones that educators use, but since I had never heard of any of them, I mostly explored the SAMR model, since it is the most common, so I figured I'd start there.
This video, in which Dr. Ruben Puentedura, the creator of the model, speaks about about the levels, helped me to understand a lot more. The SAMR model has four different levels of technology use: substitution, augmentation, modification, and redefinition. They move in order from the smallest impact of technology to the biggest impact technology can make. In the substitution and augmentation levels, technology is seem as an “enhancement,” where in the modification and redefinition levels, technology is used as “transformation.”
Image Source: Edutopia.org
Reflecting on my Technology Practices
Since I’ve never used any sort of framework to reflect on my use of technology as an educator, it was really interesting to do so. When I consider choices I make, from how I create lesson plans for my own use, to the tasks I ask of students that involve technology, I think I spend most of my time between the augmentation and modification levels, and honestly, mostly augmentation. Depending on the specific task I ask students to do and how I teach it, I’m sure I’ve been a bit at all four levels, but the two middle ones are definitely where I spend most time. Throughout the last few years, and especially because of remote teaching during the pandemic, I’ve definitely shifted a lot of classroom tasks to involve more technology. At first, I think most of it was really at the substitution level. For example, I’d have students make a PowerPoint presentation on a topic, instead of a poster presentation. However, it honestly wasn’t a lot of functional improvement. In the last two years or so, I have gotten a lot better about asking myself, “Why am I using technology for this task?” and it’s been helpful for me to consider if I’m giving my students technology just to give them technology, or if the way I ask them to use technology also helps to transform the task and their learning, and they are able to take away experiences that would have not been possible had the technology been used in a different way, or not at all.
Next Steps
As an educator, I’m working on going from spending more time at the augmentation to modification. A website I’ve always enjoyed is Common Sense Education , but I want to start using it even more. You can explore many different ED tech tools, what they are used for, and their ratings, and why. I’ve you’ve never checked it out before, I highly recommend it. Exploring the site more will help me to make more intentional choices in my tech resources and the tasks I ask of my students. When I am being more intentional, then I will be able to use technology in my classroom in a more transformational way, instead of an enhancing way.
References:
Common Sense Education. (n.d.). Retrieved from https://www.commonsense.org/education/search?contentType=reviews
How to Apply the SAMR Model with Ruben Puentedura [Video file]. (2016, July 12). Retrieved from https://www.youtube.com/watch?v=ZQTx2UQQvbU
Hi Katherine!
ReplyDeleteI really enjoyed reading your blog post! I also had no idea that there were technological frameworks and I'm surprised to see such a variety of them. I feel like "technology" in classrooms really became a buzz-word when I first started teaching. I don't know if I've had the time to think about what I use in my classroom and why. The SAMR Model is really interesting in that it really helps you evaluate the tools you are using for lessons. I feel like sometimes I have used Google Docs to replace Microsoft Word with no real reason. However, Google Docs does have features that would make the program more than a substitute. I've found that the commenting, editing, and collaboration tools on Docs, Slides, and Sheets have all been very helpful when delivering content and promoting group work and revision. After learning about some of these technology frameworks, I am prompted to reevaluate the question of "Why am I having students use this?" Thanks for the insightful post!
-Kate S.
Hi Kate! Thanks for your comment :) I totally agree with what you said about an example such as Word vs. Google Docs - sometimes it's all about just a couple of upgraded features, and those things can end up making a world of a difference!
DeleteGreetings Katherine -- I blogged about the TPAK framework, but the SAMR Model was my second choice for similar reasons that you stated. I appreciated the visualization of the steps. I think I am in the augmentation phase with my high school students with a bit of the modification stage especially when students are commenting on each others work and editing, but have yet to make the leap to redefinition. I think I need more professional development to make a significant jump like that. There is so much out there, it's overwhelming to sift through it all. There is so much to balance being a teacher, and technology integrator is another hat to wear!
ReplyDeleteGreat reflection, especially since this is an area you haven't explored before. You are correct in that you have most likely hit all 4 stages of SAMR at some point. This framework looks at technology's impact on a single lesson- therefore, if the lesson changes the impact changes as well. I was happy to see you've questioned the purpose of technology. We all need to do this more. Sometimes no technology is the best option!
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