SAMR Series - Augmentation

Augmentation
We will continue our 5 week series on Dr. Ruben Puentedura's  SAMR model with examining the Augmentation level of technology 

Last week we talked about the substitution level of the SAMR model being the level of tech integration where the technology acts as direct substitute of what is already being done in the classroom.  With the example being given that if we have students hand-writing papers in the classroom, using a word processor instead would act as substitution because the task of writing the paper has not changed.

As we focus on the Augmentation level, the technology still acts as a direct substitute but there is a functional change in the task.  Let's take the word processing example a little further.  The task is to write a paper, we use the word processor to type the paper.  If we start to use the feature of the word processor, such as spell-check and grammar check, we start to see functional improvement.  We could also use the word processor to change the formatting or add in different fonts that we wouldn't easily be able to do if we were writing by hand.  So as you can see, the task of writing the paper stayed the same, but there is some functional improvement to using the word processor.

For most, using the functions of a word processor are a given when typing the paper, but the examples serves as a good illustration as to how the SAMR ladder works.  Often times, we forget to tell our students why we are using the technology and how the technology will make the task easier or better.  It is vital that we point out to our students the "why".  Because if we don't, then some students may struggle to see a reasoning behind what we are doing.  These are the ones that will typically say, "can I just do this with paper and pencil, because it's easier".  These students have not been told or shown why the word processor makes the task better.

Next week we will look "above the line" and get into transformational practices of technology integration.

SAMR Series - Substitution

SAMR
As mentioned last week, we are starting a 5 week series on the SAMR model.  Last week we looked at the overview of the SAMR model.  Over the next 4 weeks we will examine each level, starting this week with Substitution



One thing to keep note of is that being at the substitution and augmentation levels is not a bad thing.  We are still using technology to enhance our practice.  Dr. Ruben Puentedura has clearly stated that this ladder is not used to judge or make people feel like what their doing is not enough.  We are all trying to get better and the SAMR model allows us to see how we are using the technology in the classroom to enhance and eventually transform our practice.

Substitution
The substitution level of the SAMR model is exactly what it says.  When using technology in the classroom it acts as a direct tool substitute with no functional change.  An example of this would be having your students type a paper versus writing a paper.  The task is still the same with no functional improvement.  You may say the word processor has spell check, yes it does, but this will be addressed in the next level of the SAMR model.

Another example is reading a book on the iPad vs reading the actual book.  The task of reading is the same with no functional change to that task by adding in the iPad.

Many teachers are at this level when bringing technology into the classroom.  They find a tool that can replace what they are currently doing in the classroom and use it.  Therefore, there is no functional change in their practice due to the technology, they are simply substituting the technology to continue doing what they have always done.  Again, it's not a bad thing to be at this level, it is merely the bottom rung on the SAMR ladder.  We can always strive to climb the ladder and find new and exciting ways to bring technology into our classroom.