The SAMR model shows the progression of 'technology integration' from contrived and isolated to what Puentedura calls 'inconceivable' (see graphic above). In this model, the goal of the teacher is to move beyond simply enhancing the content with technology to transforming instruction with modification and redefinition. The video below gives a 120 second explanation of the SAMR model, as well. It is important to remember that the model is not purely about the use of technology for the sake of using technology, but about mindsets and the support of student-centered learning. In her post, "In Response to 'Redefinition'," Beth Holland outlines the primary concerns of SAMR critics and posits on how to responsibly achieve the 'Redefinition' goal without losing sight of content and necessity.
Raj Dhingra makes many provocative observations in his TedX talk, and challenges our thinking where learning is concerned. He busts the myths that big dreams for technology in schools require big budgets and that newer and shinier technology is always better, and encourages us to think about the way "we do school." In collaborative, self-paced, and blended environments, where the teachers are coaches, there is potential for higher student engagement and personalization. In order to facilitate this type of student-centered, high-yield learning, the school environment as well as the classroom environment need to accommodate and be open to changes.
Educators must want to focus on student learning and how to best enable it. Success also requires administrative support on the building and district levels in order to happen. District administrators are responsible for establishing a clear vision for students, staff, community, and families; technology implementation must be a part of that. Principals, also, play a lead role as they are often given oversight of the building's schedule, which could dramatically assist technology implementation. Teachers must be willing to collaborate with each other, learn how to manage classrooms of children when technology is being utilized, especially during transitions, and must also be able to analyze student performance data that could be used to justify the changes in programming, scheduling, and learning. Support teams are critical to this process, as is professional development and the establishment of student-centered mindsets among educators.
"Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend."YouTube. YouTube, 15 June 2012. Web.
Holland, Beth. "In Response to "Redefinition"" Beth Holland: Food for Thought. WordPress, 25 Feb. 2014. Web.
Means, Barbara. "Technology and Education Change: Focus on Student Learning." Journal of Research on Technology in Education 42.3 (2010): 285-307. Web.
Puentedura, Rubem R., PhD. "SAMR: A Brief Introduction." SAMR: A Brief Introduction. Web.