With the pervasive occupation of engineering scientific discipline within our classrooms, pedagogical concerns related to the effectiveness of engineering scientific discipline inward transforming teaching as well as creating optimal learning experiences come upwards to the surface. Every instructor drawing on engineering scientific discipline inward their instruction has probably, at a certainly indicate inward time, mulled over questions such as: does engineering scientific discipline ever piece of work for every instructional task? Does it heighten students learning? How near distractive features that come upwards alongside this technology. Do they acquit upon students learning?
The strengths as well as weaknesses of engineering scientific discipline is a theme that has been extensively covered inward a broad multifariousness of studies as well as the extant literature in this regard features multiple examples. The opinion nosotros accept ever espoused towards engineering scientific discipline is ane that celebrates its strengths as well as capitalizes on the advantages as well as affordances it provides for us inward teaching acre also working diligently to raise awareness of its inconveniences as well as assistance minimize their impact on learning. One agency to practice this is yesteryear introducing teachers to the dissimilar analytical frameworks they tin occupation to assess, select, as well as occupation engineering scientific discipline inward their instruction. These are basically conceptual models that render a release of guidelines for teachers to reverberate on when trying to implement engineering scientific discipline inward class. After nosotros accept covered criteria for assessing educational apps to occupation alongside students, today’s ship service is highlighting about other of import analytical framework called SMAR.
SAMR (Substitution, Augmentation, Modification, as well as Redefinition) is a four-level conceptual framework developed yesteryear Dr Ruben Puentedura (2006) to assistance teachers brand effective occupation of engineering scientific discipline inward their instruction. It provides ‘a framework to back upwards educators as well as instructional designers inward creating optimal learning experiences using mobile devices inward education’(Roomers et al.,2014. p. 79). SAMR tin also live on used to encourage ‘teachers to ‘move up’ from lower to higher levels of teaching alongside technology, which according to Puentedura, leads to higher (i.e., enhanced) levels of teaching as well as learning.’ (Hamilton et al., 2016. p. 434). To assistance teachers meliorate empathise the SMAR concept nosotros designed this illustrative visual based a release of interesting resources (see listing at the bottom of this post)
The visual below is available for complimentary download from this link (no commercial uses please).
1- Substitution Level
Using digital engineering scientific discipline to supersede analog technology, only this replacement does non outcome inward whatever functional change. Example: Asking students to occupation a intelligence editor to compose a slice of writing.
2- Augmentation
Digital engineering scientific discipline is employed inward a functional agency to augment the learning task. Example: Using Google Docs inner features to write a paper. These features include: search functionality, spell check. vocalism typing, Explore..etc.
3- Modification
Digital engineering scientific discipline is used to significantly redesign a learning task. Example: students occupation a digital portfolio tool to embed multimedia materials (e.g text, images, videos, diagrams, charts..etc) to showcase their learning.
4- Redefinition
At this degree engineering scientific discipline is used inward a transformative agency to practice novel learning tasks that would non otherwise accept been created. Example: students occupation Skype Classroom to connect alongside a course of report from about other percentage of the basis or to concur alive discussions alongside an proficient or linguistic communication teacher.
Sources:
Hamilton, R., Rosenberg, M. & Akcaoglu, M. (2016).The Substitution augmentation modification redefinition(SAMR) model: H5N1 critical review as well as suggestions for its Use. Tech Trends, 60:433-441, DOI 10.1007/s11528-016-0091-y
Puentedura, R. (2006). Transformation, technology, as well as teaching [Blog post]. Retrieved from http://hippasus.com/resources/tte/
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model every bit a Framework for Evaluating mLearning. Journal Of Asynchronous Learning Networks, 18(2), 79-93.
Davis, E. (2014). SAMR Made Easy alongside Google Apps. Google Apps Action. Retrieved from http://googleappsaction.com/?p=51
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