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SAMR model is the abbreviation of Substitution, Augmentation, Modification and Redefining. Israel & Lang (2013) mentioned that Ruben Puentedura created SAMR model to help librarian, educators and community in assessing the involvement of technology in learning process. Discussing about the term involvement means that the paradigm of technology used in learning process is not tied on certain or special classroom. The use of technology is not tied up with what- so-called a computer laboratory. SAMR model looks closely to the integration of technology to the learning process itself. Mueller, Archer and White (2013) wisely stated about the use of technology in learning, therefore, in the perspective of SAMR model, is to see clearly the learning transformation.
As the use of computer laboratory has been transformed to the classrooms, SAMR model has been a tool to assess how learning process happening. I have been working with classroom teachers in implementing SAMR model since 2013. A very simple example for the implementation of SAMR model is a writing class. When a writing task is given to students, teachers mostly will focus on the writing genre taught. To get the technology involved in writing class, teachers will assign students to type the text using word processor. Students will send the file to their teachers when the task is done. Some people claim that they have used technology. In fact, it is true that they have used technology in their writing class. However, looking through the SAMR model, the activity of writing the text using word processor is only in the level of Substitution. Instead of using paper to write with, the teacher asks students to substitute the paper with a file.
A writing class should not be ended when all files are submitted to the teacher.
Technology offers so much to expose of the writing skill students have. Saavedra (2012) stated that we live in 21st century where critical thinking and communication are a great combination found in learning process. Interesting fact was mentioned by Goodwin (2012) in the research of tablet technology used in Hovell Public School, New South Wales, Australia where the result assessed using SAMR model.
The use of technology in learning represented by tablet showed that students made a tremendous learning transformation where they created projects based on their writing or reading into Redefinition level. It means when they had a task whether it was reading or writing, they finished the task by submitting more than a file of word processor but a new form of writing or reading.
LITERATURE REVIEW A. SAMR Model
Based on Ruben Puentedura SAMR model (see figure 1), a classroom model for using technology can be explained as can be seen in the following figure, where Puentedura (2014, 1) explained that educators need to realize in applying technology in their lessons. He created SAMR question ladders (see figure 2) to help.
Indratno, H. D. G., Implementing SAMR Model in Language Learning 156
Figure 1:
Podcasts on iTunes
Source: Podcasts on iTunes U: http://tinyurl.com/aswemayteach
Figure 2:
Model SAMR: Questions and Transitions
Source: Podcasts on iTunes U: http://tinyurl.com/aswemayteach
The SAMR Ladder: Questions and Transitions Substitution:
• What will I gain by replacing the older technology with the new technology?
157 5th Celt International Conference Proceeding: Contextualizing the Trajectory of Language, Arts and Culture in Contemporary Society, 9-11 September 2017, pp. 154-160
Substitution to Augmentation:
• Have I added a feature to the task process that could not be done with the older technology at a fundamental level?
• How does this feature contribute to my design?
Augmentation to Modification:
• How is the original task being modified?
• Does this modification depend upon the new technology?
• How does this modification contribute to my design?
Modification to Redefinition:
• What is the new task?
• Will it replace or supplement older task?
• How is it uniquely made possible by the new technology?
• How does it contribute to my new design?
Using the questions and transitions, educators will be able to make justification on their language tasks.
Puentedura (2010, 5) looks at how SAMR model becomes a common language used by teachers to visualize learning using technology. Learning language skill like reading Shakespeare text will be much different when students can visualize what they read. Once a new visual created, the learning process has reached to a different stage of SAMR.
METHODOLOGY
To get SAMR Model implemented well, there are things to prepare. Reflecting from what our school did, the first thing was to have all last year lesson plans.
Teachers focused on one skill like writing or reading once they have clear identification on one skill to be picked, and then they invited tech integrator. Then they collaborate to identify what SAMR model stages possible to apply. As SAMR model has four stages, it is important to understand that getting all stages completely is not necessary.
Teachers and Technology Integrator identified the stage where SAMR model will take place. For example, a writing project about student’s biography, the plan will be a text written on students’ tablet (Substitution). Then from the text will be uploaded to Google docs. Once it is uploaded, the student opened the sharing feature to let other students read and gave comments on their biography (Augmentation). The stage can be going further to Modification and Redefinition stage depending on how language exposure the teachers wanted students to get. As
Indratno, H. D. G., Implementing SAMR Model in Language Learning 158
the school is inquiry based environment, teachers allow students to explore how their works can be extended using technology tools in terms of language learning.
Some students might come up with ideas on creating photo books with voice over, or a video on their reading skill; it is an open stage to amplify their inquiry.
RESULTS
In this section, I present my findings according to the situations where SAMR model is applied. The process to have the SAMR model implemented was started when students wrote their ideas. Students needed to plan on how their learning process went. Here is an example of a blank planner on preparing their persuasive.
Figure 3:
Writing Plan
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After finishing their writing, the students had their own checklist. Their checklist covered their plan both visual and textual. Within this condition, teachers had worked checking students’ writing. Here is the checklist from students’ end.
Looking closely to the checklist, we can see the progress of Substitution level in a text written to another medium which is from paper to tablet. Once students shared their works to friends using Google Drive, the Augmentation level was presented. It comes to the end of product where a Redefinition level drawn when a commercial recording. The text has become a short commercial video.
Language exposure certainly has been the main focus from all class teachers.
The main idea of having writing planner and checklist is to help students focusing on their goal of writing genre - in case of writing skill. Teachers have to make sure all text writing come to the expectation before expanding to the next level using the technology tools.
Figure 4:
Students’ Checklist
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CONCLUSION
To this point, I have presented how the SAMR model implemented in language learning within classroom. Implementing the model in language learning will create a very active environment for active language learner. The language exposure is seamless as students are exposed from one language skill to another naturally. A writing class can be explored more and will have students to use their reading skill when the text made turns into a voice over pictorial series for example.
In the point of view technology usage, the SAMR model helps learning becomes more meaningful as there is a set of guiding questions. To be more specific in technology usage, the learning environment set classroom into real digital life where most students are exposed to. Using SAMR model helps students as well to be thinking of technology as a set of productive tools in sharing ideas and learning.
Classroom teachers or specials can take the SAMR model as a new strategy in assessing their learning. Using the model is not limited on the language area but also applicable to any discipline. Last but not least, the use of model will extend students’
learning attitude to a question, “What’s next?”
REFERENCES
Jacobs Israel, M., & Moorefield, Lang, H. (2013). Redefining Technology in Libraries and Schools., pp. 78-92.
Saavedra, Anna Rosefsky; Opfer, V. Darleen. (2012) Learning 21st Century Skills Requires 21st Century Teaching. Kappanmagazine.org V94 N2 Phi Delta Kappan, Phi Delata Kappa International. pp. 8
Goodwin, Kristin. (2012). Use of Tablet Technology in the Classroom NSW Curriculum and Learning Innovation Centre. pp. 45
Mueller, J., Wood, E., De Pasquale, D.& Archer, K. (2011) Students learning with mobile technologies in and out of the classroom. In
Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts. pp. 5
Puentedura, R., (2016) The SAMR Model and Digital Learning. Access digitally at https://goo.gl/vBQHh5