The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. As a high school chemistry teacher I've been able to see how computers effect learning and teaching first hand. Using this model, there is a variety of tools at the disposal of teachers and students. In my classroom I've used computer technology within this model (without knowing it).
Substitution: This portion of the model refers to using computer technology to do the same thing as was previously done with a traditional piece of instruction. There are two examples I can use from my classroom. The first example is something I wanted to do to a much greater extent than I am currently doing. My school recently was able get every student the opportunity to have a Nook HD+. With this knowledge I planned to completely replace traditional notes with PowerPoints or Prezis on my class web page to allow students more time to explore the scientific method. Unfortunately, having a Nook was made optional and roughly half of my students declined the opportunity to use this technology. I have however, used presentation software throughout the year to replace traditional whiteboard notes. I also have a curriculum web that I may use for my next unit with all notes and assignments online with video tutorials and PowerPoint presentations.
Augmentation: This portion of the model takes a common task and uses the computer as a tool to create some functional benefit. We use student response software for quizzes and daily warm-ups allowing students to have immediate feedback and for the teacher to not need to grade assignments and waste time that could be used for instruction.
Modification: This portion of the model begins to take computer technology and incorporate student collaboration to complete common classroom tasks. In my classroom we have taken concepts like acid rain and used a webquest to create a presentation. Students work in groups and collaborate to create environmental reports.
Redefinition: This portion takes computer technology and uses it as a collaborative tool to create original presentations and perform tasks that were not doable prior to the computer technology. The previously mentioned webquest on acid rain takes groups and forces them to create questions and present original solutions to a panel that can use those solutions to make real changes. The internet is used as a research and tutorial tool.
Just a comment on your Redefinition: the last sentence is more "s" than "r", in that the research was usually done in a library.
ReplyDeleteHi Matt!
ReplyDeleteI like the idea of your students working in groups using web quest for your Augmentation method. Do you think that you could do the same with your Modification method? What I mean is, is it possible for your students to work together in groups using the Nook HD? I remember you mentioning that all of the students didn't partake in the Nook idea. Is this doable?
Also,
Do you think that your students would do well with creating their own Q&A using say, a Jeopardy Power Point and possibly "playing" against other classrooms? Is this an appropriate Redefinition technique for your students?
Thanks for the feedback Gwen. To answer your questions, yes, I think the possibility exists for students to work in groups using the Nooks. Perhaps creating wiki pages or using Skype and collaborating. I know this discussion is not about the problems I face with my students, but I will say that I face the challenge that only a handful of our students took the opportunity to get a Nook. While they were available to all, not everyone wanted the responsibility of taking care of a Nook (since they would be financially responsible for losing the Nook). Laptops and computer labs are of course available to fix that issue, it just isn't possible to have a laptop cart or go to the computer lab every day.
DeleteAlso, I'm not sure if playing Jeopardy against another class is an appropriate Redefinition. In saying that, my redefinition is not appropriately classified either. I say that because I suppose both could have been done previously, just not with computers. Your idea of a Jeopardy "competition" might be considered a redefinition if we could somehow play each other in a real time format. I don't know how to do that, but it would be an interesting redefinition, that's for sure,
For Substitution, Letting every student have access to a Nook HD tablet is great. I definitely see more school districts moving towards this. My old high school went from laptops to iPads recently as well for each student. This definitely helps with notetaking and organization, as well as turning in assignments.
ReplyDeleteFor Augmentation, the computer software allows instantaneous feedback and interaction. Instead of waiting on feedback for days (and sometimes a couple of weeks), which is a great thing you're doing in the classroom, especially with quizzes and tests. Students can have questions for a particular unit, and your feedback can help clear up confusion while you're working in a particular unit.
For Redefinition, eventually your class can move to Skype for group work or Google hangouts for the group assignments? Especially since they have access to the Nook technology. Even Going on Gwen's point, they could play games or create their own Powerpoints using Skype or Google Hangouts.
As I mentioned with Gwen, as I read more and think more about redefinition, it seems difficult to take things I am doing and simply change and reclassify them. I think by definition that would fall into substitution in many cases. Since groupwork has always been done, simply doing it over the internet instead of in person seems like a substitution to me. I would agree that requiring this cross-class collaboration may not have as easy before computer/internet technology with Skype or Google Hangouts. Something like this would be a little more outside the box and more authentic and "new school".
DeleteI agree that the internet research does seem a bit more like the "Substitution" model, because the research was possible prior to technology. I really like the idea of using Google Hangouts for the "Redefinition" category. I was also thinking that I could use this application in my own classroom as well.
ReplyDeleteHave you ever used the program Socrative in the classroom? I recently discovered it, and I have found that it is very easy to use, and it is a great way to get quick feedback from your students in a quiz or survey format. With this program, students can also get immediate results. I like to use it for exit tickets. This may work for another type of "Augmentation" model.
As far as the use of PowerPoint presentations or Prezi, do you think that they could be categorized in the "Modification" model? When I was thinking about the "Substitution" model, I was thinking very basic use of technology, like using it to create simple documents. I tend to think that computer aided presentations seem to be a lot more advanced than this.....
Just some ideas to ponder:) I thought that I understood the SAMR Model, but after reading different blogs on the topic, I can completely see how all of the categories seem to overlap a bit. I can see various reasons for selecting different examples for each category! Needless to say, I really enjoy simply reading how people are incorporating different technologies in their classrooms.
I haven't used the Socrative program but I will look into it. Anything to help not only get feedback, but help use it in a meaningful way. I am having trouble wrapping my head around the true meaning of the model. The definitions seem so cut and dry, but after you try t place things, it all runs together and nothing seems advanced enough. Everything feels like an augmentation or at best a modification to me. Its actually quite frustrating because I feel like I'm not doing enough with the technology to which I have access.
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