SAMR is not a Ladder
Mark Anderson (#ICTEvangelist) wrote a great blog post in 2015 talking about the pitfalls of seeing the SAMR model as a ladder. This has really resonated with me ever since as until then, I could not pinpoint why and how such a great concept, was somewhat failing in practice. Over the years, schools have time and time again referred back to the SAMR model as the be-all, end-all approach for Technology integration into the curriculum.
As is quite simply shown in the image above, SAMR is and cannot be used as a ladder. The four stages of Substitution, Augmentation, Modification, and Redefinition can all and do all take place in a variety of stages of teaching and throughout an implementation process. The biggest pitfall in my time of trying to use the SAMR model as a point of reference has been that schools, as Mark highlights, aim to push their teachers toward the Redefinition stage of the model by setting the process up like a ladder. Being at the Substitution stage or step is often seen as one that should quickly be gotten through in order to progress to "greater heights". On the flip side of this process, many schools actually get "stuck" on this step (Substitution) of the process and give themselves a pat on the back for now being digitally innovative and finally, having embedded and implemented educational technology into their curriculum. This brings me onto the #TPACK approach and framework:
At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK framework goes further by emphasizing the kinds of knowledge that lie at the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). - https://tpack.org/
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Within the TPACK model there are 7 different sections, each of which are represented in this diagram. Thinking about the first three elements of Technology, Pedagogy and Content as separate elements will give you the framework for thinking about how the various elements can be combined. - Mark Anderson
The TPACK framework has been my go-to resource for trying to help make sense of where #EdTech sits in a school and what role it should play.
In an educational world that is saturated with technology, we need to constantly remind ourselves that having a solid framework like #TPACK will ensure, we are thinking first and foremost about improving Teaching & Learning. Being clear about pedagogical outcomes and goals has to come before looking at any possible technological solutions.
If you're interested in learning more about the #DigitallyGeniusSchool, please join Philippa Wraithmell, Mark Anderson, and myself on December 9th where I will be facilitating a discussion panel on #TheDigitalEcosystem. Click HERE to sign up
#edtech #TPACK #SAMR #education #i3-Technologies
Digital Transformer in Education, AI in Education Enthusiast, Working to end the Digital Divide
3 年So true. All stages should be part of the Pedagogical Toolbox for the teacher. Understanding the SAMR model will allow the teacher to look for alternatives at different levels and choose the one that produces best learning outcome.
Dean of Learning @ XCL World Academy | Leader | Strategic Visionary | If we cannot question the status quo we will never give ourselves the opportunity to become something new.
3 年Unfortunately SAMR can often do more harm for teacher confidence with edtech than good when used in that hierarchical fashion.