The SAMR Samurai

Examining Integration Models

THE SAMR SAMURAI

It seems there are always new models in the field of education to help us determine our level of expertise.  The latest one we have recently learned about, SAMR, is just that.  What I like about this model is that you don’t always have to reach for the highest level, but rather work towards integrating more technology when appropriate for different assignments.  It might be perfectly fitting for students to type a paper on Google, and while this is not considered REDEFINITION, it is still providing the students the opportunity to use technology.    

In the article, “SAMR and Bloom’s Taxonomy-Assembling the Puzzle”, I thought the video was very helpful when determining the different levels of SAMR by giving specific examples of the changes made to different assignments.  It also highlighted on how it is more than just the integration of SAMR: “In addition to the integration of SAMR and Bloom described above, two more ingredients are necessary for the best results:a clear motivation for the change -- the best results are obtained when a teacher has a strong reason for changing existing practice that is independent of the introduction of technology, and a clean app flow, designed to move through the tasks, that is as simple as possible, avoiding needless complexity -- e.g., in transferring work products from one app to the next.  The big idea here is setting a purpose for the technology.  

The SAMR model seems to make most sense to me.  Not only is this model one we focused on within our most recent professional development, but it also closely relates with Bloom’s Taxonomy.  It the article, “Teaching Effectively With Technology: TPACK, SAMR, RAT, it states, “ The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom’s Revised Taxonomy — i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR.”   I appreciate how the two models correlate to add on new information to a model that we are already familiar with.   

If I were to evaluate where my level of technology integration is while using the SAMR model, I would have to say between Augmentation and Modification.  Last year as I was beginning to teach a new grade level, I challenged myself to modify the lessons and integrate more technology.  For example, when studying the regions, the students would write or type a paper about a state within a particular region.  Instead, I had them collaborate to create a Google Slide, presenting the same information, just in a different format. Not only were students able to collaborate in the classroom, but at home as well, by simply “sharing” their slides.  I could also provide feedback to help guide their work.  

While I am not yet a SAMR SAMURAI, I am always looking for ways to integrate technology into my classroom, but also making sure there is a clear purpose for doing so.  As teachers, we have so many things on our plates, and as many of us are going to be 1-1 next year for the first time, we need to give ourselves grace to learn new teaching strategies.  The SAMR model allows us to do so at a level that we feel comfortable, but also moving to higher levels when appropriate for student learning.