Nowadays, technology is present in our lives in many different ways. We no longer 
envision our lives without it (or do we?). You have probably heard of the expressions digital natives and digital immigrants. Being our students digital natives, it is of paramount importance that we use technology in our lessons, so that we can engage and involve our students even more.
Therefore, in order to understand the impact of technology on teaching and learning we might have a look at the SAMR (Substitution, Augmentation, Modification, Redefinition) model. The SAMR model is a framework that shows a progression we may follow when developing or adapting our tasks. Let’s look at each level.
Substitution – the teacher uses the same task as it was done before the use of computers. Technology acts as a direct tool substitute with no functional change. An example of this would be printing out handouts/worksheets and working on them. These tasks are more teacher-centered.
Augmentantion – technology acts as a direct tool with functional change. An example of this is when students take a quiz online. The benefit here is that besides saving paper, there is an immediate feedback and it may enhance students’ engagement. It shifts the focus and it becomes a bit more student-centered.
Modification – common classroom tasks are performed and accomplished through the use of technology, as it allows for significant task redesign (parts of the task are redesigned). A good example would be commenting on Google Docs to give feedback. This is one more step towards a more student-centered task.
Redefinition – Technology allows for the creation of new activities, which were inconceivable before. Technology is the support for a total student centered learning. This kind of task is a great opportunity for collaboration, creativity, communication and critical thinking (as questions will arise); the 4Cs of the 21st century skills. Any videos they create, or any other use of technological tools to develop their projects are considered good examples.
If we think of a parallel with Bloom’s Taxonomy, we may say that the substitution and augmentation levels work on the LOTS* (low order thinking skills) while the modification and redefinition develop the HOTS* (high order thinking skills).
When preparing your lessons, try to analyze the tasks according to this model and take into consideration the level of students’ involvement. This way, learning will definitely take place, in a more fun and effective way.
*More about the LOTS and the HOTS in my next blogpost.10
