Swimming in the Deep End

There are various instructional strategies that add to the learning of students within the 21st century. Recently I heard my colleague, Rachel Yurk, speak on the TPACK model and the SAMR model with regard to technology integration in the classroom. My colleague equated SAMR to a swimming pool in which learners are either novice, developing, proficient, or expert swimmers and she used the following graphic to show where a learner is with regard to swimming in the pool.

Educators who are using technology in the substitution phase of SAMR are in the shallow end of the pool. They are safe and are using technology as an instructional tool to substitute for another tool. For example, an educator who is in the substitution phase might be implementing iPads in the classroom for skill and drill math flash cards through a flash card app rather than providing cardstock traditional flash cards.

Educators who are using technology in the augmentation phase of SAMR are in the slightly deeper end of the shallow end of the pool. They are approaching that “drop off” point where the pool bottom deepens significantly. These educators may be standing on their tip toes but they are still head above water and have not submerged the technology into their learning experience. In this phase, an educator might be using an iPad app to demonstrate student mastery of a concept such as creating paper slide videos using iMovie.

Educators who have moved into the modification phase of SAMR are now in the deep end of the pool but still not in the deepest portion. They may be in water over their heads but they are able to jump off the bottom of the pool and rise to the surface quickly. These educators are using technology integration as an alternative form of traditional teaching - for example app smashing to create new learning and demonstrate mastery with multiple tools.

Educators who swim in the redefinition phase of SAMR are now in the deepest end of the pool and are able to submerge completely and confidently. They are creating new learning by using the technology in a way in which it has never been used. A teacher in the redefinition stage was one who envisioned using Skype within the classroom to connect with other classrooms and with experts, breaking the four walls of the classroom and creating a new experience for his or her students.

Educators who are willing to swim in those deeper ends of the pool will ultimately benefit and enrich their students because they are offering opportunities for engagement that students lack when educators stay within the safety of the shallow end. There are times, particularly when learning new technology, that educators need to train in the shallow end, but to linger there does not benefit the learner nor does it benefit the educator.

SOURCE: http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf