The SAMR model, helps educators asses technology integration by categorizing it into levels. At its base, technology may substitute for more traditional materials or activities. At its peak, however, students can accomplish something only attainable through meaningful integration of technology, thereby redefining their learning (Common Sense, 2014). So, whatever method you use in the classroom, SAMR can apply to help guide your technology use.
Project-based learning (or PBL) is a method of teaching that is particularly suited to technology integration. Because PBL is best centered around a real-world problem, it is particularly aimed at the upper levels of Bloom's Taxonomy. The three levels that are particularly relevant to PBL are analyzing, evaluating and creating (Boss & Krauss, 2014). This real-world focus prepares students to learn in the Digital Age. PBL focuses on inventive thinking, effective communication and high productivity. It is important that we don't clutter our otherwise successful implementation of PBL with a haphazard application of technologies. Sometimes less is more. Thankfully, Boss & Krauss (2014) provide six functions that must occur in PBL to which SAMR can be applied. They are research, make ideas visible, collaboration, project management, reflection and iteration, and supported study or enrichment using open educational resources. For most of the functions, it is appropriate for students to use technology, but all six do not need to be at the 'redefining' learning level. For example, a useful collaborative tool is Google Docs. It is nearly ubiquitous and works very well…so why not use it? I would argue that Google Docs augments the collaborative process, but it doesn't transform it. An interesting quality of PBL is that because good PBL utilizes the six functions mentioned above, the integration of technology between these functions is what can transform the lesson and push from the bottom of the SAMR continuum toward the top. For example, a project that only uses Google Docs to enhance the collaboration part of the process would fail to push into the modification and redefinition range of SAMR. However, using Google Docs to collaborate and Skype to make their work visible to people around the world is closer to redefining the learning experience. Gorman believes in the essential connection between PBL and technology integration. The SAMR model is simply a great way to connect the two. References: Boss, S. & Krauss, J. (2014). Reinventing project-based learning: your field guide to real-world projects in the digital age. International Society for Technology in Education Common Sense Education. (2014, September 24). Retrieved July 23, 2017, from https://www.commonsensemedia.org/videos/introduction-to-the-samr-model Gorman, M. (2014, September 15). Essential Connections of STEM, PBL, and Tech Integration… What Would Dewey Think? [Web log post]. Retrieved July 23, 2017, from https://21centuryedtech.wordpress.com/2014/09/15/essential-connections-of-stem-pbl-and-tech-integration-what-would-dewey-think/
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