When coaching educators in the development of their technology integration practices, I refer to the SAMR Model (Puentedura, 2012). This model not only provides a framework for meaningful technology integration in the classroom, but allows teachers to see that this process can happen in several different phases and for many different purposes. When the model is first introduced in my sessions, I often have teachers brainstorm how technology fits into their current practice. This reflection helps to emphasize the need to see the SAMR Model not as a ladder, but rather, as a continuum where appropriate integration requirements may fit anywhere on that continuum. While many tasks can benefit greatly from integration at the modification and redefinition levels, not every task in the classroom requires redefinition by technology.
Below you will find my Odyssey 2014 session on SAMR including 4 different Padlet walls, interacted on by members of the session, each representing a phase of the model. You can also navigate to the the supporting site for the presentation here or the session handout to participants here for examples of how I promote Puentedura's model to educators to make them more comfortable in reaching their technology integration goals.
Below you will find my Odyssey 2014 session on SAMR including 4 different Padlet walls, interacted on by members of the session, each representing a phase of the model. You can also navigate to the the supporting site for the presentation here or the session handout to participants here for examples of how I promote Puentedura's model to educators to make them more comfortable in reaching their technology integration goals.
