A learner sent us this question:
How can you augment or embellish the technology tools you are already using to reach higher levels of the SAMR model?
Here is our response:
There are countless creative ways to use the tools we have access to. How are learners actively contributing to the existing knowledge base of the content? How can you deepen the authenticity of the learning activity? How can you use the tool you have access to in combination with others to achieve higher levels of SAMR?
For example, when working with various science models (physical, idea, mathematical), these are traditionally presented as a drawn or print diagram. These models are intangible, often too abstracted and compressed into a two-dimensional format to make sense to learners. Further, these models may not feel relevant to learners because they exist in a setting that isn’t familiar to learners. (Example, the water cycle is often presented in a mountain-grass-lake environment. For learners who haven’t spent time in that environment, they have few entry points.) How could you use technology to demonstrate the water cycle in environments they are familiar with (desert, mountain, suburb, etc).
Another strategy here is to find ways for learners to work with authentic data from others doing a similar unit. When they get to build something that they are taking ownership of and contribute that learning to the broader community you are moving up the SAMR ladder.
(Full credit goes to Eddie Chen at Worcester Public Schools for this example and the inspiring conversation about SAMR.)