The explication of the collaboration principle within this framework is particularly insightful. It resonates with the concept of SAMR technology integration, where technological tools are employed to create pedagogical value beyond mere substitution.

Ruben Puentedura. Technology In Education: A Brief Introduction, 2013. https://www.youtube.com/watch?v=rMazGEAiZ9c.

Overview of a few teaching models.

How to Apply the SAMR Model with Ruben Puentedura, 2016. https://www.youtube.com/watch?v=ZQTx2UQQvbU.

https://www.youtube.com/watch?v=ZQTx2UQQvbU

Enhancement:<br /> - Substitution: Tech acts as a direct tool substitute with no functional improvement - Augmentation: Tech acts as a direct tool substitute with functional improvement

Transformation - Modification: Tech allows for significant task redesign - Redefinition: Tech allows for the creation of new tasks, previously inconceivable

Good tools for thought should be more than just substitutions for tools or methods one had before.

In fact, any tool or technology, if valuable, should allow for the leverage of extension and transformation, otherwise is it really a tool?

Do digital note taking tools extend the ranges of affordances versus their analog counterparts with respect to the SAMR model?

On the augmentation front, they allow one to capture things faster, but may do so at the loss of understanding due to the lack of active learning (versus passive as the tool may be robbing them of the interaction with the material).

There may be some workflow modification, but it's modest at best. Is it measurably better?

I'm unaware of anyone talking about technological redefinition of digital note taking affordances, though some of the surface level AI-related things may emerge here.

In some sense, I still think that the ease of remapping and rearranging/linking/relinking/outlining ideas in digital spaces doesn't exist, so digital note taking tools aren't doing very well even at the root substitution level.

I suspect that some people weren't exposed to the general process of good note taking and their subsequent use for linking, developing, and then creating and as a result of learning this, they're attributing their advances to the digital nature of their tools rather than the original analog process which was always there and isn't necessarily improved measurably by the digital modality.

The example of maps he shows here discusses a social interaction component which allows for an interdisciplinary approach to the knowledge scaffolding (especially if students shared their work with each other).

Are there other non-social affordances in this system? Affordances that would let an individual go further/faster by themselves?

SAMR TPACK

Love this example with one of my favorite things: coffee! Having these examples are very helpful to me, this article not only provides examples, though, it explains why they are examples of each

Clearly stated purpose of the SAMR model!

Helpful resource here

Substitution: new tech replaces old tech Augmentation: sharing Google doc and saving to cloud; increased functionality

Modification: tech redesigns part of task; collaborate on Google doc Redefinition: design and create new tasks; connecting to classroom across world through Google Doc, talking about differences in history from different parts of world, using voice recording to discuss differences they noticed

Dr. Puentedura's Questions and Transitions Ladders can be extremely useful as a reference. Very practical and helps to connect with our Educational Standards. I will save this document (link) for myself!

important redefinition questions to ask, transfer to final level

I think SAMR is so important as tech is constantly changing. It is a great model to help teachers stay current and efficient in their teaching and tech integration

modification important questions, focused on transfer from level to level

important SAMR augmentation questions

tech is used in the Sub and Aug levels to accomplish basic tasks, and in the Mod and Redef levels, technology is used to extended the lesson beyond the classroom

SAMR S- substitution A-Augmentation M-modification R- redefinition

maybe when models like SAMR are used on broader scales, like Apple, it helps spread awareness and makes the model more mainstream

This YouTube video is a quick overview of the SAMR model of instruction essential for universal design. "S" stands for substitution - New tech replaces old material but does not change text. "A" stands for augmentation - students work to complete a task such as on google docs. "M" stands for modification - tech is used to redesign part of task and transform learning. Ex. google docs comment feature provides instant feedback. "R" stands for redefinition - design and create new tasks. Ex. communicating across world through google docs, discussing it through google voice and recording it all as presentation. Rating 10/10

The more technology is integrated into our lessons, the more learning will occur. It is important to remember that technology helps us to make content more relatable and interesting to our students.

Notes -framework for providing technology in the classroom -Substitution- same task. new tech replaces old tech but doesn't change the rules of how to use it (ex- microsoft word vs. gooogle docs) -Augmentation- same task. Provides more functionality (ex- sharing google doc and shares to cloud more easily) -Modification- midifies task. Technology is used to redesign parts of the task (students collaborating in google docs and commenting to each other) -Redefinition- design and create new tasks that were once unimaginable (connecting to a classroom across the world using google docs)

Technology is usually seen as a distraction and not a tool to help engage students in learning experiences.

Great video for explaining SAMR model in elementary classrooms

Substitution, Augmentation, Modification, Redefinition The most learning occurs at higher levels ( Modification and Redefinition)

your toolkit is a place for all of your technological tools that benefit learning

there are different levels of samr with different educational benefits. there are also transitional questions and prompts to help teachers decide what level best suits their pedagogy

The more technology integrated into the educational process the greater the educational benefit

not all technologies are appropiate for all tasks!