Two models used for the assessing the quality of activities involving digital technology are SAMR (Substitute, Augment, Modify, and Redefine) and TPACK (Technological, Pedagogical and Content Knowledge). Below are the explanations of each model. They both look at the overlap of technology and how we integrate (the pedagogy) of our programmes.
Below is a simple self-explanatory comparison of the two models.
Brief look at SAMR and TPACK in the classroom
I'd like to try and introduce Aurasma into our MindPlus programme (gifted education). Our overarching theme for the conceptual development section is patterns, of which animal patterns will be the focus for the term. This is the first task that comes to mind...
Proposed task: ask each group of students to investigate a particular category of patterns (strength, order, beauty, survivability). Ask them to create a short presentation (video, slide etc) about what constitutes that category, what animal patterns fall into the category, how those animals utilise their patterns.
Following this, students print out a range of animal patterns in their chosen category and create auras for each. First the category appears,then it goes into more depth about the animal and its particular pattern. Each group carries out this task.
The teacher then displays the animal patterns around the room. Students use the Aurasma app to then try and guess the animal and category of pattern before they Aurasma the images.
SAMR: I would consider this task to be a mix of modification and redefinition of a paper based task in a similar vein. Paper presentations with flaps that you lift up after you've guessed would get the same information across, but rule out video presentations.
TPACK: When using the TPACK model to assess, I would find it difficult to distinguish between a complex pedagogical task, with high technology use, and deep content knowledge and something at the lighter end of the scale. I would consider this activity as achieving TPACK but not on a particularly deep level.
Proposed task: ask each group of students to investigate a particular category of patterns (strength, order, beauty, survivability). Ask them to create a short presentation (video, slide etc) about what constitutes that category, what animal patterns fall into the category, how those animals utilise their patterns.
Following this, students print out a range of animal patterns in their chosen category and create auras for each. First the category appears,then it goes into more depth about the animal and its particular pattern. Each group carries out this task.
The teacher then displays the animal patterns around the room. Students use the Aurasma app to then try and guess the animal and category of pattern before they Aurasma the images.
SAMR: I would consider this task to be a mix of modification and redefinition of a paper based task in a similar vein. Paper presentations with flaps that you lift up after you've guessed would get the same information across, but rule out video presentations.
TPACK: When using the TPACK model to assess, I would find it difficult to distinguish between a complex pedagogical task, with high technology use, and deep content knowledge and something at the lighter end of the scale. I would consider this activity as achieving TPACK but not on a particularly deep level.
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