Skip to main content

Redefining Technology Use in your Classroom with SAMR & Bloom's Taxonomy





The SAMR Model of Technology Integration, is a model that was created and introduced by Dr. Rueben Puentendura. "Technology In Education: a Brief Introduction" is a great video resource for hearing Dr Puentendura explain the concept.  I also like this video, by Common Sense Media, which also explains the model. Essentially the model helps teachers to organize their thoughts around technology integration by identifying "levels" at which a teacher may be implementing technology on Substitution, Augmentation, Modification and Redefnition.


SAMR Analogies

People often compare this model to a cup of coffee.  For my part, I believe that as you move from Substitution and Augmentation level activities to Modification and Redefinition level activities you are also often moving from teacher-centered activities to student-centered activities.  Because of this shift specifically, it is important to also plan for modeling and teaching students appropriate behaviors for working with technology. Digital Citizenship is especially important as students begin to break down the walls of the classroom and share their learning on a more global scale. As a result, I would compare the SAMR model to activities you can do on a river.



SAMR and Bloom's Taxonomy Revised

Along with the SAMR model, many models have been released that combine SAMR and Bloom's Taxonomy.  Kathy Shrock's Guide To Everything, does a great job of imagining the combination of SAMR and Bloom's and acts as an excellent spot for curating resources. I also really like the SAMR/Bloom's Wheel, a copy of which can be found at Educational Technology and Mobile Learning.

 I have compiled some thoughts about how SAMR and Bloom's work together  Prezi.
Touch the Thinglink below (or see it here) to get some ideas for Redefining learning with your students and achieving higher levels of Bloom's.




Redefining Student Work with App Smashing

App Smashing is a fun way to encourage students to think outside of the box when it comes to making projects.  You can use apps on a tablet or web based applications.  If using web apps, you will want to make sure that you check the site's age restrictions.

When I choose apps to use with students on the iPads, I always look to see if the app will allow us to save our work to the camera roll.  The ability to have control over where the content is saved and how it is used is really important when trying to choose apps that are flexible enough to smash, and I just prefer to have control over where I share it.

Example iPad Apps for Smashing

Touch the image below to see links to information that will help you use the app and smash.  You can also click [here] to see it on Thinglink.





Example Web Apps for Smashing

Touch the image below for information about how to use each of the web apps.
You can also click [here] to see the image on Thinglink.





Evolution

In considering the integration of technology into your classroom, I think it's important to understand that as technology evolves, so does our use and so does the capacity that it has to help enhance student learning. We, as educators must make decisions grounded first in the needs our students have and in the skills and standards that will help them through life.  Learning isn't about the technology, but when used correctly, the technology can certainly enhance and maybe even REDEFINE our ability to learn, create and share.
Labels:

Comments

Post a Comment

Popular posts from this blog

Library Centers for Kindergarten & First Grade

Center Inspiration After much debate at the end of last school year, I was able to get 10 extra minutes added on to each of my classes for this year boosting class library time from 35 minutes a week to 45 minutes a week for my fixed schedule.  For me, 35 minutes a week, just wasn't enough to pack in all the awesomeness I wanted to achieve.  It seemed like we would just be getting started into something great when it was time to go. I was thrilled to know that this year I was going to have the extra time to work with my classes on research skills and technology projects while working in more time to allow them to browse the shelves and look at books.  That being said, truth be told, I was completely freaked out about what to do with my kindergartners for 45 minutes. Did I mention in my former life, I was a high school English teacher?  Four years ago, my first two weeks in an elementary library were a complete culture shock to me. I was used to walking into a room and just say
12 comments
Read more

Project Genre-fy the Fiction Section!

After a lot of thinking, I finally decided to take the leap this summer and move the fiction section of my elementary library from the traditional first-three-letters-of-the-last- name organization to a genre based organization. Now that the project is almost complete, I cannot wait to get the kids back in the library so I can show them! Deciding Factors There are many reasons individual teacher librarians might choose to genrefy their library.  For me, I was driven to start with the fiction section because I've noticed an alarming drop off in students checking out books by the time they get to fifth grade.  This drop off could be for any number of reasons: increased activities after school, loss of interest in the materials they see on the shelf, lack of time, or they could be overwhelmed by book after book organized by letter. I realized, too, that although my 3-5 graders don't ask for "funny" books or "animal" stories, they seem to get stuck on c
20 comments
Read more

Digital Interactive Notebooks: Getting Started

Post appeared also on FtEdTech It's no real secret that I love Digital Interactive Notebooks.  I create them every chance I get and encourage teachers to use them for everything from long term Project Based Learning (PBL) projects to weekly unit work with vocabulary .   The Interactive Notebook (INB) has long been a staple of the classroom to engage students more directly with their notes.  The traditional interactive notebook often includes traditional student notes, questions, and interactives that students cut, fold, color and paste into their notebooks. You might find graphic organizers, pockets with measuring tools, data charts, and foldables that act as study aides.  In the NSTA article " Science Interactive Notebooks in the Classroom " Jocelyn Young explains the benefits of INB when she shares that " By using notebooks, students model one of the most vital and enduring functions of scientists in all disciplines—recording information, figures, and data.
8 comments
Read more