In order to design tasks for students that incorporate the use of new technology it is important to know exactly what it is hoped the learner will achieve. This is a good basis for planning in any subject, of course!
When embedding the use of technology across the curriculum, I am a big fan of using the SAMR model, developed by Dr. Ruben R. Puentedura, to understand the key differences between:
S – Substitution: The technology acts as a direct substitute for another tool, with no functional change
A – Augmentation: The technology acts as a direct substitute for another tool, with some functional improvements
M – Modification: The technology allows for significant task redesign
R – Redefinition: The technology allows for the creation of new tasks, previously inconceivable
Puentedura argues that the substitution and augmentation tiers of the SAMR model allow for enhancements to learning, whereas tasks at modification and redefinition level are transformational: perhaps something for us to aspire to include more frequently in our lessons.
The video below – SAMR in 120 seconds – gives a great, concise overview of how the SAMR model could be applied to the use of Google Apps for Education: which tasks are merely substituting technology for something else, and which allow opportunities to completely redesign tasks to achieve outcomes that were not previously possible.
Do you use the SAMR model when planning for the integration of technology into your lessons? Are most of your uses of technology in the classroom merely substituting one tool for another, or are you unlocking previously unattainable outcomes as a result of careful planning?
If you would like support with trying to embed more transformational uses of technology into your school, then get in touch using the details on the Contact page.