The SAMR model is an acronym for substitution, augmentation, modification and redefinition. This model was created by Dr. Ruben Puentedura, and its purpose was to be a guiding framework for the use of technology in education. Unlike some of the learning models I previously wrote about, the elements within this model does not have to be completed in a specific order. In order to fully comprehend each component of the SAMR model, it can be associated with other related synonyms. For example, substitution could mean supplement or replacement; augmentation could be expansion; modification would include alteration of an existing tool and redefinition could be seen as a novel development based on the previous three. This model is tech-centric, in that it does not work without a tool or existing subsidiary body. Functionality and success of this model is based on how either of its elements change the way a tool is used.
An interesting analogy put forward by Aprinaldi, Widiaty and Abdullah (2018) states as such: With substitution, computers have since replaced regular handwritten note. With augmentation, the computer processor goes one step forward by indicating spelling errors. Once we get to modification, the file generated with the word processor can be shared with people over the internet via something like Word Online for example, and the document can be modified by multiple individuals. Lastly, redefinition helps authors to present their work in a variety of methods i.e. multimodal visuals and text (p.2).
Terada (2020) acknowledges that in this day and age, a multitude of technological devices and software options have expanded exponentially. However, emphasis should be placed on the impact of these technologies and how they should be applied to a wide variety of users. We have to acknowledge that having advanced technological function does not always equal and accessible progress for a specific user. This has been evident in how educational institutions and users have been thrown into a high tech-dependent situation because of the pandemic. Due to the digital divide, many educators are still untrained or that they only have passable functional knowledge use the technologies made accessible to them. Therefore setting up their online learning portal has become "a form of crisis management”(Terada, 2020, par. 2). As instructional designers, we have to consider how the level of sophistication of a particular technological device or software may serve as barriers for the disabled or non-digital natives.
In Kihoza, Zlotnikova, Bada & Kalegele’s (2016) study, the SAMR model has been compared with the Technological Pedagogical and Content knowledge framework when evaluating its effectiveness in deterring which tools to use for education. So far, the SAMR models has shown to be a straight-forward guide to use when faced with options for education communication and interactions. It is also flexible because learners can task switch depending on on their objective (p. 110). With SAMR, we can work with what we have. This flexibility enables us to mix and match techniques with other learning frameworks. That saying, the first priority is to ensure facilitators, educators and learners are adequately trained to utilize existing technologies to its full potential(p. 122).
Romrell, Kidder and Wood (2014) have applied this model to mobile learning. This is a great example of device-specific application. People use mobile devices in a multitude of ways and one of the factors that make it so widely used is that they are extremely portable and makes distanced interactions convenient. The SAMR model was applied to mobile learning in the contexts of the tertiary education level (p. 5), helping students learn English and applying it to other scenarios. In this case, podcasts served as substitution for learning, especially during the students' travels. It also modified the way students connect with the teachers. In terms of augmentation, nursing students used text messages to learn and memorize the details of each medication (p. 7) and modification is demonstrated in a natural disaster simulation where students used their phones to broadcast flood alerts. Lastly, the redefinition stage included multiple practice exercises in order for the students to perform at an acceptable level because they get almost instant feedback from their instructors(p. I2) .
The SAMR model is versatile because any one stage can be skipped depending on the users' preferences, abilities and experience with the technology. This does not just focus on the user, it also consider the type of technology and whether or not it can be improved on or work in accordance with another. Based on the fluidity of this model, I think it work work very well with Bates and Poole's SECTIONS model. Both of which have been increasingly relevant in the development educational technologies and their users.
References:
Aprinaldi, A., Widiaty, I., & Abdullah, A. G. (2018). Integrating SAMR learning model in vocational education. IOP Conference Series: Materials Science and Engineering, 434,
012309. doi:10.1088/1757-899x/434/1/012309
Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR
models. International Journal of Education and Development Using Information and Communication Technology, 12(1), 107-128. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1099588.pdf
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning, 18(2). doi:10.24059/olj.v18i2.435
Terada, Y. (2020, May 04). A Powerful Model for Understanding Good Tech Integration. Retrieved July 15, 2020, from https://www.edutopia.org/article/powerful-model-
understanding-good-tech-integration
An interesting analogy put forward by Aprinaldi, Widiaty and Abdullah (2018) states as such: With substitution, computers have since replaced regular handwritten note. With augmentation, the computer processor goes one step forward by indicating spelling errors. Once we get to modification, the file generated with the word processor can be shared with people over the internet via something like Word Online for example, and the document can be modified by multiple individuals. Lastly, redefinition helps authors to present their work in a variety of methods i.e. multimodal visuals and text (p.2).
Terada (2020) acknowledges that in this day and age, a multitude of technological devices and software options have expanded exponentially. However, emphasis should be placed on the impact of these technologies and how they should be applied to a wide variety of users. We have to acknowledge that having advanced technological function does not always equal and accessible progress for a specific user. This has been evident in how educational institutions and users have been thrown into a high tech-dependent situation because of the pandemic. Due to the digital divide, many educators are still untrained or that they only have passable functional knowledge use the technologies made accessible to them. Therefore setting up their online learning portal has become "a form of crisis management”(Terada, 2020, par. 2). As instructional designers, we have to consider how the level of sophistication of a particular technological device or software may serve as barriers for the disabled or non-digital natives.
In Kihoza, Zlotnikova, Bada & Kalegele’s (2016) study, the SAMR model has been compared with the Technological Pedagogical and Content knowledge framework when evaluating its effectiveness in deterring which tools to use for education. So far, the SAMR models has shown to be a straight-forward guide to use when faced with options for education communication and interactions. It is also flexible because learners can task switch depending on on their objective (p. 110). With SAMR, we can work with what we have. This flexibility enables us to mix and match techniques with other learning frameworks. That saying, the first priority is to ensure facilitators, educators and learners are adequately trained to utilize existing technologies to its full potential(p. 122).
Romrell, Kidder and Wood (2014) have applied this model to mobile learning. This is a great example of device-specific application. People use mobile devices in a multitude of ways and one of the factors that make it so widely used is that they are extremely portable and makes distanced interactions convenient. The SAMR model was applied to mobile learning in the contexts of the tertiary education level (p. 5), helping students learn English and applying it to other scenarios. In this case, podcasts served as substitution for learning, especially during the students' travels. It also modified the way students connect with the teachers. In terms of augmentation, nursing students used text messages to learn and memorize the details of each medication (p. 7) and modification is demonstrated in a natural disaster simulation where students used their phones to broadcast flood alerts. Lastly, the redefinition stage included multiple practice exercises in order for the students to perform at an acceptable level because they get almost instant feedback from their instructors(p. I2) .
The SAMR model is versatile because any one stage can be skipped depending on the users' preferences, abilities and experience with the technology. This does not just focus on the user, it also consider the type of technology and whether or not it can be improved on or work in accordance with another. Based on the fluidity of this model, I think it work work very well with Bates and Poole's SECTIONS model. Both of which have been increasingly relevant in the development educational technologies and their users.
References:
Aprinaldi, A., Widiaty, I., & Abdullah, A. G. (2018). Integrating SAMR learning model in vocational education. IOP Conference Series: Materials Science and Engineering, 434,
012309. doi:10.1088/1757-899x/434/1/012309
Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR
models. International Journal of Education and Development Using Information and Communication Technology, 12(1), 107-128. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1099588.pdf
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning, 18(2). doi:10.24059/olj.v18i2.435
Terada, Y. (2020, May 04). A Powerful Model for Understanding Good Tech Integration. Retrieved July 15, 2020, from https://www.edutopia.org/article/powerful-model-
understanding-good-tech-integration
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