A simple example to show how using culturally relevant technology based tools can enhance and transform learning. A wee example based on Louise and Lesley going to see a new play about MacBeth.

1. ICT in Learning
SAMR Model Example
Gairloch High School
S2 Pupils creating the
script for their podcast

2. SAMR Model
t r a n s f o r m a t i o n
E n h a n c e m e t n t
Dr Reuben Puentedura
Harvard University
Model for thinking
about Technology
in Education
Moves technology
from an
enhancement to
learning to a
transformation of
learning.

3. Redefinition: Technology allows for the creation of new tasks, previously inconceivable
Modification: Technology allows for significant task redesign
Substitution - Technology acts as a direct tool substitute, with no functional change
t r a n s f o r m a t i o n
E n h a n c e m e t n t
Augmentation: Technology acts as a direct tool substitute, with functional improvement
SAMR Model

4. Substitution
Substitution - Technology acts as a direct tool substitute, with no functional change
E n h a n c e m e t n t

5. E n h a n c e m e t n t
t r a n s f o r m a t i o n
SAMR Model
Lesley &
Louise
Attend
MacBeth
Remix
Performance!

6. Substitution
Substitution - Technology acts as a direct tool substitute, with no functional change
E n h a n c e m e t n t
Lesley
writes
review

7. Augmentation
Augmentation: Technology acts as a direct tool substitute, with functional improvement
E n h a n c e m e t n t
Lesley shares the
document with
Louise and they
collaborate in
real time

8. Modification
Modification: Technology allows for significant task redesign
t r a n s f o r m a t i o n
Lesley and Louise
research Twitter for
all the comments
under the #hashtag
#fbaf214

9. Redefinition
Redefinition: Technology allows for the creation of new tasks, previously inconceivable
t r a n s f o r m a t i o n
Lesley and
Louise publish
review, share
and receive
feedback!

10. E n h a n c e m e t n t
t r a n s f o r m a t i o n
SAMR Model
R
M
A
S

11. SAMR as a process - >Redefinition
Redefinition: Technology allows for the creation of new tasks, previously inconceivable
t r a n s f o r m a t i o n

12. 3rd Millennium Digital Literacies
Significant Aspects of Learning
Finding and Using Information Understanding, Analysing and
Evaluating
Creating Texts Cultural, Social and
Technological Awareness
 Search effectively
 Find information
 Be responsible about the
places visited online
 Critically analyse
information for accuracy,
bias and relevance
Understand the various
forms of text which are:
o Multi-modal
o Visual video content
o Images
o Traditional text
o Bite sized messages
o Spoken
CfE Text Examples pg.4
 Identify the cross-overs
and boundaries between
personal and professional
roles
 Understand copyright,
ownership rights and
usage of intellectual and
digital property
 Understand location
contexts such as GPS
technology and Meta-
Data
 Organise, store, protect
and publicise information
and content
 Generate new ideas and
not just ideas but the
assumptions behind
them, be curious
 Be able to express
thoughts appropriately in
online environments
 Communicate individually,
in groups and publicly
 Protect and defend the
use of technology, digital
environments, networks
and infrastructures
 Be a good digital citizen,
know how to report
concerns
 Participate and
collaborate effectively
 Keep safe, secure and
keep others safe online
 Understand social
contexts
 Know one’s rights and
responsibilities
Linked to the Literacy and English – Experiences and Outcomes

13. SAMR and cultural relevance - Tools to be creative and share!
Embeddable, multi-site share, global audiences - and receive
meaningful feedback!

14. Ruben himself..
youtube.com/watch?v=_QOsz4AaZ2k
SAMR by pupils…
youtube.com/watch?v=OBce25r8vto
The bigger picture……..
webthefilm.com

15. What might the future be like?
Thank you for your ongoing support
ICT in Learning Team
Louise.jones@highland.gov.uk