SAMR Model

In this blog we have been discussing different ways and reasons for including technology into teaching, and the existence of many answers, methods, techniques and opinions on this topic. On this particular occasion, we want to share and discuss the Substitution, Augmentation, Modification and Redefinition (SAMR) Model. This model was created by Dr. Ruben Puentedura to help teachers reflect upon the impact and effectiveness of their use of digital technologies when teaching. Its aim is that teachers can decide on the kind of use they want to make of digital tools, depending on the teaching they are interested in performing, at a particular moment.

As teachers to be, we are thinking about the presentation of topics and contents, as well as the development of tasks in the EFL classroom applying technological resources. With this idea in our minds we have created an example of what we consider useful technology use in class. This example was created together with a group of classmates, to share with our readers.

We were given in the subject ECO, some contents to develop in a hypothetical class, in our case, it was the family and the use of comparative adjectives. We decided to use a Power Point presentation. First, we used it to introduce the members of the family using "The Simpsons" as a model. Then, it was used in order to teach some adjectives to describe and compare members of the family and their characteristics. Here, you can see what our presentation looks like. We also used this Power Point presentation to explain our students a task they would be working on during a couple of lessons in relation to this topic.Students were asked to create a Power Point presentation as the one we have done but comparing one member of their families with one from the Simpsons. This presentation would consist of only three slides.

Moving on to the analysis of our hypothetical class and considering the SAMR Model we are describing here, our Power Point presentation can be situated on two different levels. On one hand, it is possible to say that the presentation of content with such resource rather than flashcards, chalk and board is on the Augmentation level. We say this because it does not only include words and pictures, but also a video from which students could infer the meaning of two comparative adjectives. This turned our presentation of content into a multimedia experience for the students, more engaging and challenging than just two pictures being compared. On the other hand, the task proposed was nearer the Subtitution level. We believe this because, it may have been more practical for students to show a picture of a member of their families printed on a sheet of paper/poster and displayed around the classroom than on a Power Point. However, the main purpose was probably to call students´attention and interest by including the use of some digital tool.

As mentioned on the video, all the levels of technology used in class can be effective according to the SAMR Model. It depends on what is necessary at different points of the teaching- learning process and the teacher's objectives when using digital technologies. However, after consciously analysing the technique planned to be used to introduce technology, the teacher may decide to take it one level higher. For example, in our case, we could have proposed students a different task. Asking them to create a video with pictures of members from both families being compared, could possibly have added an extra degree of challenge as well as creativity.

To conclude,the SAMR Model is one of the many possible ways to think, plan and analyse not only what technology could be used in class but also how and with which clear purposes. It is meant to help teachers engage students and to do it wisely.