Redefinition is doing something that was inconceivable without technology and gives students a stage. For example, creating a digital storybook to share with students across the classroom, school or world. 

http://www.learningshared.com.au/samr/

This level of transformation allows students to develop skills such as media creation, critical thinking, collaboration, and communication - All necessary life skills needed within any occupation for the future. 

“Modification involves giving students a different kind of task. For example, using multimedia and adding sound and video”. http://www.learningshared.com.au/samr/

This is the first of the two ‘Transformation’ stages within the SAMR model as these stages begin to adapt learning through using ICT, instead of just enhancing it. Students have gained the basic knowledge of using digital programs to construct meaning, however, within the modification phase, it changes the task completely to further challenge students learning. It effectively redesigns the task. 

In relation to the task discussed in previous blog posts, ICT within the classroom allows for modification of this activity also, through pulling a background image to use as a “canvas” – you could even scan something hand drawn and use that.

“Augmentation involves some functional improvement but is still a direct tool substitute. The task has not changed but been enhanced slightly”. 

http://www.learningshared.com.au/samr/

In the final level of the SAMR model, redefinition, tasks are able to be completed that were not even able to be conceivable before the eventuation of technology. I can think of many ways this can revolutionise learning within both the History and Religious Studies classes.

Students can use this technology to collaborate and create projects previously unthinkable before the eventuation of technology. An example of a task that can be completed in both the History and Religious Studies classroom is creating a website on a relevant topic using tools such as Wix of Google Sites. Creating a website involves students critically thinking about the content they have learnt and by making a website, they develop skills that are applicable to the real world.

Another task that students can complete to reach this redefinition level is creating a video. By creating a video, students are able to use their skills in a variety of areas and learning becomes relevant to them as they are in a familiar environment as today’s world is saturated with videos.

In my high school experience, whenever I had to create a website or a video I found that I engaged more so with the content and was more engaged in my learning as I was able to actively contribute to my learning.

I can also use the redefinition to effectively ‘flip’ my classroom. Using sites like Nearpod means that students can complete the content work in an interactive manner outside of class, leaving class time to more critically analyse the topic.

Redefinition completely changes the way technology should be viewed within the classroom and makes it easier to engage students in their learning. Although it will involve work from me to understanding the most current technologies, it is worth it to be able to engage students and teach them the skills that they will require for their future professions.

Happy teaching,

Kira-leigh Josey

The next component of the SAMR model is modification. In this region of the model, tasks are completed that are only made possible by technology. The modification aspect in regards to the SAMR model is important to implement as in this ever-changing world, students have to be able to learn how to use technologies. As students are using these technologies in regards to every other area of their life it does not make sense to expect them not to use it in their education.

Modifying tasks can significantly increase student engagement. Students are able to identify with concepts on a deeper level when they are interested in the way that they are presenting the content, an example of this is where the student may create a blog. This would be useful in Biblical Studies where I could get students to create a blog documenting their journey through the class and then have each student go through and comment on the posts of their fellow students to create a supportive environment. As the class teacher, I can also use technology to create rich tasks for my students such as by including videos and pictures among information, for example instead of giving students a test on paper, I can give them a test using the medium of Google Forms and include videos that they have to watch throughout the process.

An awesome application of modification to the teaching of history is that virtual site studies of studied places such as Pompeii can be completed by using technology such as Google Maps.

Modification has the potential to completely transform my teaching.

Happy teaching,

Kira-leigh Josey

I found this website helpful in creating my thoughts on this topic: http://www.iddblog.org/?p=2092

A video explaining the modification component of the SAMR model

We’ve started learning about the SAMR model in class. This model provides a guideline for the usage of technology in the classroom and the ways that it can transform learning. Most recently we have examined the first element of the SAMR model, substitution. Substitution means that technology is been used as an alternative means of performing the same task.

Already I can see how substitution can be used to redesign learning in the secondary classroom in my subject areas of History and Religious Studies. Instead of writing out my instructions for class activities on the board for example I can hand out a work sheet to my class that has my instructions on it and has space for them to complete the activity meaning that I can easily check student work. Also, instead of hand writing out a test for my students I can type this up meaning that my manual labour is significantly reduced.

Both of my subject areas, involve a significant amount of research, I can implement substitution in this respect by allowing students to do research on their devices rather than always having to go to the library as by using platforms such as Google Books students are able to access a remarkable amount of relevant books.

Students can also use word processors such as Google Docs or other word processors to type up their work. This is a useful function as it means that teachers are more easily able to read students work. I have personal experience with this as my younger brother is dyslexic and so has significant trouble with his handwriting and teachers often have problems with reading it, by using a word processor his work can be more easily read.

Thus, substitution will have a significant impact on the ease with which I deliver information to both my History and Religious Studies classes. I am sure that as I develop in my teaching I will have more ideas related to implementing substitution in my class.

Below is a video which briefly describes the SAMR model and is a sneak-peak into what I will be learning over the next few weeks.

Here’s a useful link about implementing substitution in the classroom- https://www.smore.com/60547-samr-substitution

Happy teaching,

Kira-leigh Josey