Watch Ruben Puentedura explain the SAMR model for classroom technology use.
Now read Teacher Paul’s analysis of Puentedura’s presentation.
Describe a lesson you have observed or taught that would be classified by Dr. Puentedura as “redefinition.” If you have never witnessed this type of lesson, describe a “modification” lesson. If you have not witnessed either, explain why you think this level of technology integration is not happening at your school. Feel free to share any resources for this lesson that would be useful to others.
Does Paul Swanson’s analysis of SAMR assist your own understanding about the role of technology?
What connections can you make to your Personal Inquiry for this course?
After reading the article and watching Puentedura explain the model, I reflected on my lessons in the classroom. I feel like the potential to offer “redefinition” caliber lessons is there, but I am not sure how to get there more often in all content areas.
Mr. Swanson’s analysis of SAMR was appreciated as many myths were shattered and alternate perspectives brought a new insight. After all, Lou Bond asked “Why must our eyes always be turned backwards”. Learning from others and leaving the ego behind can help students and adults in ways beyond words.
Science comes to mind as an example lesson where “redefinition” came into play. During our Engineering lessons, students were given a general challenge such as “Design a paper airplane that can strike the center of a target that is 15 feet away.” Typically, the lesson would start with an engaging video that would peak students interest. After, I explain to students that they may work with their table groups or on their own. Technology was not allowed, as I wanted to create an environment where students would collaborate with one another and learn from strengths and weaknesses.
Surprisingly, some students did not know how to build or throw a paper airplane, which encouraged them to collaborate and bring their strengths forward. Next, the challenge and limited materials would be provided to students. The students would have a twenty minutes to draft and design a prototype they would test. The special piece was that each group had a radically different approach to building a plane. Within this environment students were able to gather a new perspective from classmates towards engineering.
Image retrieved from: Wikimedia Commons