THE FINAL REFLECTION

Before I started ICT, I knew that I wanted to use many forms of technology in whatever class I teach.  Thanks to the SAMR model, I am able to break all the technology down which I know in the future will help me enhance student knowledge and learning.  One thought which has changed is I always thought that if I would use technology in the classroom it would be in the redefinition.  But research has lead me to believe that a balance is essential to help all students learn.  I thought I knew everything about technology, but since “emptying” my cup, I have been able to fill it with new knowledge.

SUBSTITUTION

This stage is simply replacing an old technology with another to do a simple task.  E.g. students can now write on their tablets instead of pen and paper.  However, after reading a lot of people’s blogs over the term, many students think this method is pointless as it does not may not “engage” students.  I disagree, not every lesson can be a theatrical technical display. What happens when your master plan fails and the technology does not work for the lesson? You may have to print out worksheets etc.    There is a time and a place for technology but it is about obtaining a balance. 

AUGMENTATION

The technology is now used as an effective tool in class.  An example is that a student can now complete an online quiz, use PowerPoint and its effects, use word and all its functions.   This stage increases engagement and learning as it allows students to interact more with the technology.  It is an important stage as I like to think of it as warming up the brain for higher cognitive thinking.  An example would be when students can download an important lecture and play it in ITunes.  The next step after they have been engaged is what happens to the information now they have received it.  That is when the next two elements come in.

MODIFICATION

The technology allows for significant task redesign.   An example being goanimate, where students can make their own videos to help answer questions or demonstrate an assessment task.  Another example is when the students use a wiki to answer a question as a group.  I believe that this stage is when students and teachers start thinking out of the box in regards to their learning.   Something which I would do is create a wiki where students as small groups can answer a question but also peer review each other.  As a teacher you are ultimately making the normal group work with a pen and paper more engaging and people who feel nervous talking can finally partake in a group exercise.

REDEFINITION

The technology at this stage can provide opportunities to create what would not be possible without that technology. An example is students using wiki’s but on a global level with lectures and classes done from web conferencing.  I have been talking to a lot of students, a majority of them believe that this is the most important step and will try every lesson to achieve a redefinition of some sort.  I appreciate that this stage promotes the highest form of student outcomes and engagement, but to say it is the most important is highly debatable.  To use such forms of technology every lesson would become ineffective and may not even be possible due to the school budget.   Some students also may not find this method of learning better than another.

LEARNING THEORIES AND THE CONNECTION WITH THE SAMR MODEL.

There is a relationship between the learning theories and the SAMR model.  To understand the learning theories helped me understand that a balance is needed in the classroom when using technology.  Generally, at the Substitution and Augmentation stages, the common learning theories implemented are behaviourism (shaping behaviour) and cognitivism (Presenting the information in small chunks at a time).  Many people do not approve of these two teaching theories or the two first stages of the SAMR model as it is boring etc.  Realistically, students learn through repetition and by showing them different ways to access the information.  For example, learning your multiplication tables, a worksheet with pen and paper is probably one of the best ways for students to learn this.  But you can alter it to make more engaging, you can put the sums on an interactive whiteboard and allow students to answer questions.  But it does not matter the technology used, there needs to be the consistency in the learning and the receiving of information.  Just because it is not glamorous does not mean that it is not working.

Connectivism and socialconstructivism is more associated with the modification and Redefinition.  I am a big fan or group work and with the technology we have today, it allows students who are nervous or have issues communicating verbally a chance to participate in group activities through a variety of technological resources.  We live in a connected world where there is information everywhere, as a teacher I shall promote the idea of researching and finding the solution, together.  Students now can connect and talk to their peers at a click at a button.  As a teacher I wish to utilise this idea and promote the idea that students can be educated not from a particular place (classroom) but more so from any space (potentially everywhere).  Essentially, technology is great to use but it needs to be appropriate and not overused.  The point of the SAMR model is to break down the technology you can use in the curriculum to allow a balanced learning experience. On that note, I have learnt never to panic and I always remember to breathe.