The first time I had heard of the "Substitution, Augmentation, Modification, Redefinition Model" (SAMR), was last year during one of our institute days discussing the upcoming Digital Learning Initiative that has made its way down to the elementary level. At first, I thought the presenters were referring to a person when they continually said SAMR back and forth to each other. After their presentation, I was left with the image of a swimming pool in my mind. They used the analogy of a swimming pool that has a shallow end on one side and then slowly gets deeper towards the opposite end. When a teacher spends time in the shallow end with the Substitution and Augmentation stages, they gain more confidence. This teacher should then progress towards the deeper end and find themselves in the Modification and Redefinition stages of the model. This all does make sense to me but I think many people get hung up with the two middle stages, including myself. The phrase "above the line/below the line" gets used quite often and I think confuses teachers. I was unaware of another model that exists with the same ideas in mind, just one less stage. This is the "Replace, Amplify, Transform" model, also known as the RAT or TAR model. I know what you're thinking, what a terrible acronym. I agree, it could have been something way better. However, the idea behind it makes a lot of sense. With this model, you do not have to look up the definition of each stage because the title itself is pretty self explanatory. This model basically takes the SAMR model and combines the two middle stages into one. First off, I think teachers would much rather use the RAT model because it has one less stage to remember. Second, I think this model is a much simpler and easier model to understand for everyone involved. Sean Mchugh discussed these two models on his blog post and he made an interesting point. Regardless of which model we choose to follow, shouldn't the bigger question be how do we get ICT from one end of the spectrum to the other? I think that is a very important question for schools to discuss because sometimes lessons don't always need to be in the Transformative stage or the Redefinition stage. There are also times when technology does not need to be used to enhance the lesson, I know, hard to imagine right? Too often, I think teachers get lost in the idea of using technology for every single thing they do that they lose site of the bigger umbrella question. What do we want students to learn and how do we get them to learn it?
When thinking about my own teaching, I like to look through the RAT model lens. Last year, our district piloted a new pedometer for elementary age students. This new pedometer has some neat features that older pedometers do not. It not only can track a student's step count but also track their activity time (any time they are moving), and also their Moderate to Vigorous Physical Activity time. On top of that, the best feature of all, these pedometers have the ability to be uploaded to my computer software by using a "reader" that the student places their pedometer on. It takes a quick 1.5 seconds to upload all three data points into my computer and they are all done. These new pedometers not only "replaced" the old, outdated ones, but also amplified the lesson and my teaching because of how efficient and productive these pedometers are. Now I have a tremendous amount of data to use with the students and can provide feedback and use as discussion points. When students use these, now they can work on goal setting and get real time feedback on their activity which can "transform" their experience. Many students will say, "oh this is just like a Fitbit?" and I laugh inside because they think this pedometer is a new technology to them, but in reality the pedometer has been around for decades and they are so used to having technology in every aspect of their life. I am looking forward to using more of the Google Suite to transform my teaching in the upcoming school year and see how I can use the RAT model to improve other lessons of mine.
Mchugh, Sean. The RAT, SAMR, Transformative Technology, & Occam's Razor [Blog Post]. Retrieved from http://doverdlc.blogspot.com/2013/06/the-rat-samr-transformative-technology.html
Kyle, I think you made a very valid point about the RAT model being easier to understand and remember. In the end, it's really all about how technology is used in the classroom to enhance student learning, engagement and understanding. We shouldn't use technology just because we have it, we should use technology because it is best for learning.
ReplyDeleteYou mentioned that students are so "used to having technology in every aspect of their life" and although that's true, I believe it's wrong to assume that students know how to efficiently use all the technology available to them. Although they're quick to figure out how to use all different kinds of technology, I don't think they understand how to best use it at times. It's up to us to help build that understanding as we implement technology in our classrooms by taking the time to explain the purpose for the use technology in our lessons.
Kyle,
ReplyDeleteIt sounds like we had the same train of thought with this blog post. I also made mention of comparing SAMR to a swimming pool. I found that being introduced to the model was helpful to clarify technology use when designing lessons and planning for technology in the classroom. It really helped me see technology as much more than what I had been using it as before. But still, I constantly found myself unable to really determine which phase of the SAMR model I was actually using. Even when watching short YouTube videos https://www.youtube.com/watch?v=us0w823KY0g (I like this one); or talking other professionals, I would never have a clear answer. After reading about the RAT integration model, I instantly connected. User friendly, straight to the point, and I don’t have to watch 10 Youtube videos that all say the same thing! At the highschool level, our evaluation goals were encouraged to focus around SAMR. Looking back, it would be ideal to have more flexibility and exposure to other technology integration models.Ultimately there are some clear connectionss, technology can be a substitute that can improve daily functions in the classroom and also technology can transform student learning. I think there is room to wade in all areas of the swimming pool.
Terri
"There are also times when technology does not need to be used to enhance the lesson, I know, hard to imagine right? Too often, I think teachers get lost in the idea of using technology for every single thing they do that they lose site of the bigger umbrella question. What do we want students to learn and how do we get them to learn it?"
ReplyDeleteKyle, what a great point! It doesn't have to be used all the time. If we think that way we may get overwhelmed. Instead use these different levels to guide you to a good technology activity that will help the learning process.