Growing up alongside technology as it has been developing and improving I have always felt comfortable using it. As I entered into Michigan State’s Master of Arts in Educational Technology I wanted to learn more about how to integrate different apps and programs into the classroom. What I didn’t realize then is that this program has shown me much more than that. It was the SAMR model that showed me that having students using apps and truly integrating the technology into curriculum are two different things. The SAMR model stands for substitution, augmentation, modification and redefinition (Terada, 2020). These are the different levels of how technology is integrated into a classroom for learning. As I learned more about it I realized I was focusing on the substitution and augmentation, which ultimately reformats the original version or just slightly improves it. Turning a paper worksheet to a digital version does not make the assignment more effective because of the technology, but just a way of saving paper while students complete a different version of the same assignment. It seemed like a wasted opportunity not only for my students learning but my own as well. I wanted to shift my technology use and instruction to the modification and redefinition which allows students to learn in a way that would be impossible to do without the technology itself. Realizing this and changing my instruction are two different things, and the focus of my now and future goals.
This is not to say that substitution and augmentation need to be removed entirely, they still have a place in the classroom from time to time, but I see the value in changing an essay based culminating task to one where students can demonstrate their own understanding beyond writing words on a paper. We are living in a world where STEAM (science, technology, engineering, art and math) programs are becoming more common in school systems, and it is because we are encouraging students to think outside the box. By incorporating these skills they are learning so much more than content, but learning about problem solving and creativity in the process.
So while my direct goal is to modify and redefine activities in my own classroom my ultimate goal is much larger than this. This master’s program has shown me that teacher’s need to be educated on how to incorporate technology in their own classrooms everywhere, something that can’t be accomplished by a one hour PD every other month. Giving a teacher an Ipad and expecting them to become a technology master is illogical. They need training and guidance on using technology in their classroom and have the challenge of becoming students once again. Curriculum’s need more than just giving students access to books online and calling that an advancement with technology. If we want our students to grow and become innovators we must provide them with teachers and programs that have the skills to show them how, not just put the technology in their hand. I would love to someday be a part of the redesign of education curriculum or teacher training programs to stop the disconnect of the idea that transforming paper to digital is a technology advancement and will improve the education students receive. I first plan to show by example to make the change in hopes of being a part of the solution to transform educational technology on a larger scale.
Citations
Introduction to the SAMR Model. (2020, April 29). Retrieved February 07, 2021, from https://www.commonsense.org/education/videos/introduction-to-the-samr-model
Terada, Y. (2020, May 04). A powerful model for understanding good tech integration. Retrieved February 07, 2021, from https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
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