Levels of technology integration in the classroom

Editor's Notes

• #3: 1. With iPad's, bring your own device, and Chromebooks popular in the classroom. Even if teachers do not want it there, it is there with the student's phones. 2. In many cases the students know more than the teachers on how to use the devices, tools for the device, and best practices. 3. Websites sites such as Edmoto and Glogster are geared towards the classroom, online textbooks like CK-12 are free tools for the classroom, and apps such as Google Field Trips allow the classroom to learn like never before. 4. Many teachers feel like they need to go from little adaptation to do doing everything using technology. That is a good way to get burned out or feel like you are drowning. Take it slowly and be intentional with what you do. Not every lesson should use technology. It is good for everyone to put electronic devices down sometimes. 5. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. It is used to guide the usage of technology in the classroom.
• #4: Nothing new is done in this level, instead you are taking what you are currently doing and doing it using technology. For example if you currently have the students take notes using a pencil and paper substitution would be to have them take notes on a computer instead. 3. Normally lessons done prior to computers were teacher centered and using this level does not change the focus on the teacher giving out information and the students receiving it.
• #5: With augmentation it builds upon the substitution to do things which cannot be done without computers, but it does not add a lot of depth to the learning. Foe example spell check is augmentation, and it helps out the teacher, but it does not transform teaching. Fore example if the teacher were to put the test online the student can receive instant feedback on how they did. The teacher cannot do this for the whole class, but it still does not transforms teaching.
• #6: In this level the teacher is going beyond simply replacing their current lesson with technology, they are modifying their lesson(s) to accomplish tasks that cannot be done, or easily be done, without a computer. Instead of giving a simple written report, a report at this level may include video and or sounds of the topic to add to the text. Students spend a lot of time in cooperative learning in this level, working in groups to accomplish a goal.
• #7: In this level technology is critical to the lesson and the task cannot be done without it. For example instead of doing an isolated science experiment, at this level the teacher may collaborate with another teacher in another part of the world to conduct the experiment in collaboration and trade notes in real time. This level is the most student centered and least teacher centered. The teacher releases learning to the student’s discovery.
• #8: It is important to remember to take it slow and not try everything at once. It is recommended that you try some lessons in the substitution and augmentation range for a while to become acclimated to teaching using technology. Once you feel comfortable within those levels move onto modification and redefinition. There are many teachers who have been teaching using this model for a long time. Seek out lessons they have done and use them. See how it feels by using the expertise of others. It can be frustrating using technology when you are unfamiliar with it. Many people become frustrated by technology because something does not work right or they do not know how to use it. Seek out help from your coworkers. Many of them know things that you do not, and are happy to help. It allows you to work more efficiently, and you can repay them when they need help in the future.