Entry Points to Teaching with Technology

The SAMR model was created by Dr. Rueben Puentedura to describe a process that often occurs when we adopt new technologies. It’s natural to begin by doing the same things we’ve always done, replacing or substituting with a new tool, until we can truly understand its affordances and reinvent new approaches or uses that transform the learning.

Puentedura observes that educators often go through a process:

  1. Substituting a traditional practice with a new tool (e.g., using Google Docs as a word processor - same task - different tool)

  2. Augmenting - Using the technology to include something new that enhances the task (e.g. autosaving to the cloud)

  3. Modifying - Technology allows for significant redesign (e.g. students can collaborate on one document and use the comment feature to provide immediate feedback)

  4. Redefinition - Using technology to allow for new tasks that were previously unimaginable - (e. g., creating a piece of writing or a presentation collaboratively with students across the world including words, images and narrative and posting it to a website for a global audience)

In order to help instructional leaders, administrators, teachers, and other educators understand how Ministry licensed digital resources can be used to help facilitate and support evolving classroom practices, OSAPAC has developed some scaffolded supports around licensed products. The SAMR model provides a useful framework to help identify opportunities for learning afforded by technology. Examples of the various “entry points” to using licensed resources can be a valuable tool to help educators recognize where technology fits in their practice and the kinds of activities that can support student engagement.

The documents linked below provide case studies from Ontario educators demonstrating how traditional classroom practices can be transformed and redefined to embrace the tools available to today’s learners.