APPLYING THE SAMR MODEL 2
Why Integrating Technology at a High Level is Important
Technology is something that most students use on a daily basis. Ever since COVID
many school districts have provided one-to-one devices for students to use for their classwork.
Since technology is such an important aspect in our lives it is important that teacher learns way
to use it at a high level in classroom. By integrating technology into the classroom in allows
more students the opportunity to access content and learn at a higher level.
One reason for integrating technology into a math classroom is the level of understanding
that is achieved by allowing the students the benefits of technology
applications. Gurevich &
Barchilon Ben-Av (2023), explain “hat the use of a technological environment in mathematics
classrooms permits learners to turn studying mathematics into a process of experimentation and
exploration as well as justification and verification” (p. 1290). Students being able to experiment
with the math allows them a deeper understanding of why the math works, not just taking the
teachers’ word that it works.
A second reason for teaching using technology is it often motivates students. Florenthal
(2019) completed a study that looked at technology, specifically, “identifying motivations and
gratification for use of interactive technologies with human-to-medium and human-to-human
characteristics” (p. 236). One of the biggest hurdles that teachers face is how to keep the students
engaged and motived to learn. If teachers find ways to use technology in their lessons students
are often more engaged due to not have to sit and listen to a lecture, but can interact with lesson
to learn the same material.
A third way that technology is useful when used correctly is that it allows all the students
to have access to instruction on their level. Moore & Diehl (2019) states, “that the needs of
APPLYING THE SAMR MODEL 3
diverse students can be met by developing curriculum, assessment, and interfaces that are
flexible and easily customized” (p. 304). My using technology a teacher can create assignments
that allow students to access learning at a level that they need. We as teachers can create lesson
that provide scaffolds to those who need them and do not have to be used by those that are
excelling at the lesson. It allows the teacher to provide immediate feedback to the students so
that they know whether or not they are understanding the material as they work through the
assignments.
Original Activity
I am currently a sixth-grade math teacher. We currently have workbooks that align with
the curriculum, journals and our textbook and assignments are all on-line. One assignment that
would be good to change using the SAMR model would be fraction division. With fraction
division we are teaching the students to find the answer by creating models. The workbook has
little space, so the students are creating the drawling of the model in the journal and then putting
the answers in the workbook.
Redefinition Stage
The technology that I would use to create this assignment would be classkick. Classkick
is an online platform with multiple capabilities. Some of the capabilities that are available on
Classkick are: drawling tools, typing, ability to attack videos/pictures, and a microphone that will
allow the student to record themselves answering the question verbally. This platform allows the
teacher to reach students on many different levels, and in multiple formats of instruction. I feel
that this platform will allow me to move the traditional activity to redefinition stage by allowing
me to utilize the different components onto the original assignment.
APPLYING THE SAMR MODEL 4
In using Classkick, I would substitute the workbook for the Classkick platform. I would
not change the questions in any way. Augmentation of the task will be seen by the teacher being
able to send feedback to the student as they are working on the assignment. The teacher can give
assistance or teacher can put on the setting that tells the student if their answer is correct. The
student will also be able to use the drawling tool in order to complete the model right on the
same page (no need for workbook and journal at the same time). Modification of the assignment
will be done by teacher putting manipulatives with the questions. Having the manipulatives will
allow the students to utilize them rather than drawing the model. By attaching videos of how to
complete the problems will be how I would address the redefinition of the assignment. By
attaching a video, it will allow the students who are struggling to watch a video and get
additional assistance.
APPLYING THE SAMR MODEL 5
References
Florenthal, B. (2018). Students’ motivation to participate via mobile technology in the
classroom: A uses and gratifications approach. Journal of Marketing Education, 41(3),
234–253. https://doi.org/10.1177/0273475318784105
Gurevich, I., & Barchilon Ben-Av, M. (2023). How do students assess the impact of integrating
digital technologies on the mathematics classroom? International Journal of Mathematical
Education in Science and Technology, 54(7), 1288–1297.
https://doi.org/10.1080/0020739x.2023.2179949
Moore, M. G., & Diehl, W. C. (2019). Handbook of Distance Education. Routledge.
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