Including ICT in our EFL classrooms: The SAMR Model

The need for including technology in the classroom has been a matter of discussion for teachers since many years. To use technology, or not to use it? That it is the question! One of the tasks that was asked by our ECO II teacher, was to develop an activity for an imaginary group of second graders. In this case, we worked in groups of four students and designed an activity which implied the use of technology; always bearing in mind the idea of keeping our students motivated and enhance their learning. In this sense, we created a Jeopardy game based on vocabulary of “toys”.

Today, one of the most common methods of applying technology in the classroom that is being used by teachers is the SAMR model, which was developed by Dr. Ruben Puentedura. The “Substitution Augmentation Modification Redefinition Model” allows us to see how computer technology might impact not only teaching but also learning. This model proposed by this author has four different levels:

In the Substitution level, computer technology is used to perform the same task as was done before the use of computers. There is no substantial change in the activity. In this type of activities there is not so much involvement on the part of the students.

In the Augmentation level, the use of Computer Technology allows to perform simple tasks avoiding the use of paper. Moreover, the feedback is immediate for both students and teachers and students feel engaged in the activity.

In the Modification level, the use of Technology allows a modification not only of the activity but also there is a functional change in the classroom.

The last level is Redefinition, in which computer technology allows for new tasks that cannot be performed without using it. For these type of activities the use of technology is essential.

 

According to D. Puentedura, Substitution and Augmentation are considered "Enhancement" steps because the tasks are improved but they do not change; while Modification and Redefinition are "Transformation" steps, since the way in which students learn is modified.

Regarding our activity, and bearing in mind the information already presented, we can say that it is positioned at the Augmentation level, since the activity was a simple game that students can play avoiding the use of any piece of paper. The activity just implies the use of a led projector and a computer. The revision of the vocabulary is done through the different questions presented in the slides and it can be adapted to different levels and students’ needs. Since it is a game, is highly attractive and motivating, but it ca be done without the use of technology too. The only advantage that this game provides is the innovation of the use of technology and this obviously will engage students in the lesson.

As a conclusion, the integration of ICT in the EFL classroom should be done taking into account the SAMR model, since it offers different stages that allow teachers of English to think of activities that help to transform students’ learning.

The following video was made by John Spencer (2015) and it briefly explains the SAMR model applied at school.

References:

Fastiggi, W. (2015). The SAMR Model. Technology for learners. Retrieved from https://technologyforlearners.com/the-samr-model/

Spencer, J. (2015). What is the SAMR Model and what does it look like in schools? Retrieved from https://m.youtube.com/watch?v=SC5ARwUkVQg