learning, technology, and the samr model: goals, processes, and
TRANSCRIPT
Learning, Technology, and the SAMR Model: Goals, Processes, and Practice
Ruben R. Puentedura, Ph.D.
Substitution Tech acts as a direct tool substitute, with no
functional change
Augmentation Tech acts as a direct tool substitute, with
functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
Enha
ncem
ent
Transformation
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)
Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
Punya Mishra & Matthew J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge”. Teachers College Record, 108(6). (2006)
Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
PCK
Lee S. Shulman, "Those Who Understand: Knowledge Growth in Teaching." Educational Researcher, Vol. 15, No. 2 (Feb., 1986)
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Pedagogy Content
Technology
PK CK
TK
PCK
TPK TCKTPCK
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Pedagogy Content
Technology
PK CK
TK
PCK
TPK TCKTPCK
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Pedagogy Content
Technology
PK CK
TK
PCK
TPK TCKTPCK
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Pedagogy Content
Technology
PK CK
TK
PCK
TPK TCKTPCK
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Kenneth A. Kiewra, “Students’ Note-Taking Behaviors and the Efficacy of Providing Instructor’s Notes for Review”. Contemporary Educational Psychology, v10 n4. (1985)
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
John C. Nesbit and Olusola O. Adesope, “Learning With Concept and Knowledge Maps: A Meta-Analysis”. Review of Educational Research, Vol. 76, No. 3. (2006)
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Substitution Tech acts as a direct tool substitute, with no functional
change
Augmentation Tech acts as a direct tool substitute, with functional
improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks, previously
inconceivable
Hippasus
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Twitter: @rubenrpThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.