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Understanding the M and R of SAMR

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by

Oliver Gallery

on 12 May 2014

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Transcript of Understanding the M and R of SAMR

Specific Expectation:
Select and justify the appropriate metric unit to measure length or distance in a given real-life situation
Understanding the M and R of SAMR
Transition from S to A
Task Design and the fundamental principles of learning, remains the same.

Questions for Transition
How can the new technology I'm introducing enhance the way that students were carrying out tasks before?
How does this feature contribute to my design?
Transition from A to M
The heart of the task remains the same but certain aspects have been modified so that the students can accomplish new goals.

Questions for Transition
How is the original task being modified?
Does this modification fundamentally depend upon the new technology?
How does this modification contribute to my design?
Transition from M to R

Replacing all or part of the tasks with new tasks that are made uniquely possible by the new tech. The new tech allows us to achieve new pedagogical or learning goals that couldn't be
feasibly
achieved without the new tech.


Questions for Transition
What is the new task?
Will any portion of the original task be retained?
How is the new task uniquely made possible by the new technology?
How does it contribute to my design?
Conclusion
As tasks move from Substitution to Redefinition, the development of the 6C's becomes more evident.
SAMR Model
SAMR Ladder: Math

Substitution
Teacher allows students to replace chart paper with a web tool such as Google Drawing to create a scaled model of the school yard and equipment.
Augmentation
Students use the functions of Google Drawings to assist with creating a project that is closer to a polished version i.e., spelling and straight lines.
Modification
Redefinition
Overall Expectation:
Estimate, measure, and record quantities, using the metric measurement system
Grade 6 students are asked to help with the decision on where new school yard equipment should be placed to maximize its use, and to still allow for appropriate space for yard activities.
Grade 6: Measurement
Students import their google drawing into a screen casting app such as Explain Everything. They then use screen casting functions to annotate their drawing. They share their Explain Everything file with other students who offer feedback.
Students create a digital story using iMovie or Book Creator to curate and analyze the work of their peers and other school yards. Students will demonstrate their math thinking to support their ideas based on the research they have done and knowledge they have gained through the analysis of other projects.
Replacing an old technology but doing the exact same thing.
Sets the stage for future developments but doesn't impact student outcomes.
Task is still exactly the same.
Certain features are being used that make the task more efficient.
Small but noticeable improvements in student outcomes.
The task remains the same but new modified goals are added. Students can receive instant and relevant feedback that can continuously be added to or previewed again.
Creating a digital story allows for the opportunity of more cross curricular connections. New learning goals such as evaluating point of view and speaking to communicate can now be assessed,
Full transcript