NOT ALL SMOOTH SAILING FROM HERE?
Connected learning and the SAMR approach: does 'redefinition' equal connected outcomes?
This analysis explores the educational approach of connected learning, and evaluates the strengths and limitations faced by educators and the wider education system in utilising the SAMR framework to promote Connected Learning.
Connected learning is a holistic approach to engaging students in learning that reflects the unique needs, opportunities and challenges of current times (Ito et al, 2013). The digital explosion has seen a revolutionary shift in the ways that people work, learn, and communicate in the past fifty years, and connected learning seeks to implement an equitable approach to education that reflects these changes and prepares all students for global citizenship. Connected learning is "socially embedded, interest driven, and oriented toward educational, economic or political opportunity" (Ito el al, 2013, p.4). It differs from popular educational technology in that it is not directed towards particular technological advances, but in addressing overarching values of community health and equity, social values, and pathways to participation in society (Ito et al, 2013).
SAMR is a pedagogical framework designed to support teachers to engage technology into teaching and learning with connected learning, whatever their level of expertise (Kharbach, 2014). Created by Dr Ruben Puentedura in 2006, it divides use of ICTs including social media and web technologies, across four key levels of engagement:
Substitution – utilising resources that perform the same task as one previously done manually (eg using an online dictionary in place of a physical dictionary to define words)
Augmentation – resources essentially perform the same task, but with increased/additional functionality (eg using Screencast to give feedback allows for traditional written feedback in conjunction with verbal guidance and physical manipulation of draft (eg cut/paste).
Modification – allows for significant redesign of task (eg Todaysmeet is a chat room allowing for collaborative online private chat meetings)
Redefinition- allows for the creation of new, previously inconceivable experiences (eg Facebook as a platform for communication and collaboration)(Kharbach, 2014)
Working at the ‘redefinition’ level purports that an educator can facilitate new educational experiences that tap into the power of social media and digital technologies to link learners with new experiences, opportunities and networks. In essence, redefinition experiences link the learner to the future, and connect the learner with the tools and knowledges they need to allow them to successfully contribute and thrive in our digital society. In this way, ICT and social media technologies are used as tools to create, collaborate, and empower learners to uptake productive citizenship, both in the digital and real world (community) realms.
Providing a lifejacket in a sea of technological change
Utilising Puedentura's framework, particularly at a redefinition level, allows educators to expose students to digital and socially networked media, with view to productive use of such technologies for social, educational or vocational gain. An ability to engage with these technologies allows students to access knowledge and information, access social support and relationships, and compete within a digitally driven world. In part, the popularity and accessibility of social media platforms such as Facebook, twitter, have broken down some traditional boundaries (between the privileged and less so) and allowed all digital citizens with a basic understanding of digital and social media technologies to engage, gain from, create and contribute to knowledge. The advent of (mostly) freely accessible information via new media has created opportunities that 'level the playing field' for learners. However, for this opportunity to be fully exploited, traditional understandings of the limited value of social media need to be challenged; not just a recreational pursuit, new technologies need to be considered by students, educators and policy bodies as vital to academic success, community involvement, and future success (Ito et al, 2013). This required 'shift in consciousness' will take time, and depends greatly on educators that are adequately supported to confidently facilitate using new technologies to engage socially, educationally and for societal benefit.
Stormy waters up ahead
While the SAMR model can facilitate engagement with transformative learning objects, it may not be enough to provide an all-encompassing connected learning experience. The SAMR model is presented in many cases as an overly simplistic, flashy digital image / instructional wheel
(see Figure 1).
This approach, while promoting ease of application and user friendliness, could also be seen to undermine the framework, promoting use of new apps and technologies with little link to the rationale of why these choices promote a level of teaching/learning experience. It seems to set the expectation that, 'Oh, I can use Facebook, I can make a movie, therefore I'm an advanced/redefined teacher'. Proposing a step-up framework such as this runs the risk of encouraging superficial progression of the through the program, whereby educators are merely scratching the surface of a range of flashy new technologies, without necessarily providing the underlying support and understanding vital to a true learning experience for students (Balanyk, 2013). Also, Schrock argues that the SAMR framework alone does not necessarily promote development of higher order skill-sets (example a redefinition task that only targets the 'remembering' level), and proposes a model that combines Puedentura's framework with Bloom's taxonomy to increase outcomes while targeting higher order cognitive skills as more comprehensive (Schrock, 2014). Also to be considered is that Puedentura's framework (2006) is relatively recent addition to educational technology theories, and is therefore largely absent in searches of current educational literature (determined by searches of QUT journals, and Google scholar). This relative absence indicates that the theory has not been critically evaluated and unpacked by social/educational theorists, nor independently verified as resulting in improving outcomes or opportunities for students. An evaluation of the studies presented by Puedentura, in conjunction with research indicating defined outcomes for educators and students would help to support his assertions and give the framework more legitimacy. These factors could hinder the integration of the SAMR framework into schools, and need to be critically considered when considering implementing the framework as is.
All hands on deck
In evaluating Puedentura’s SAMR framework, it is apparent that the model has the capacity to engage students in connected learning experiences and outcomes. Teachers can facilitate educational experiences that are intuitive, engaging, personalised and socially mediated, that arm learners with skills and competencies that will facilitate their success post-secondary schooling. However, the relative recency and paucity of research around the theory, the scant explanation of the theory, as well as the limited support for teachers in facilitating this framework, could result in these outcomes not ever being recognised on a large scale. At present, the framework as is risks being pushed aside as another pedagogical 'fad of the minute', drowned by policymakers, unrealistic expectations, socioeconomic inequality, and not enough support for the educators leading the shift. Redefining learning (facilitating new learning experiences) is not a matter of a cute wall poster, or an eye-catching (but eminently forgettable) acronym that will magically endow teachers will the skills to lead the digital revolution. Connected learning theorists note that a cultural shift is needed not just toward new learning experiences, but ones that equip learners with educational, economic or political equity and opportunity (Ito, et al., 2013). Simply put, the flash needs to be backed by substance. This will take time, research-directed shifts in policy and practice, and a commitment of educational bodies to support educators to understand and reach the goal of digital citizenship for today's generation of learners. With this shift in consciousness, education in Australia can continue to meet the ever-changing goal of preparing students to be active and productive participants in global (and digital) society.
Written by E. Siostrom, 2014.
____________________________________________________________________________________________________________
References
Balanyk, J. (2013). Up to the task: Task based learning with ipads, http://shct.hct.ac.ae/events/edtechpd2013/articles/Balanyk.pdf
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green,J., and Craig Watkins, S. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub. http://dmlhub.net/sites/default/files/Connected_Learning_report.pdf
Kharbach, M, (2014). SAMR model explained for teachers, Educational Technology and Mobile Learning, Retreived 15/04/14 http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
Schrock, K. (2014). Resources to support the SAMR model, Retreived 15/04/14 http://www.schrockguide.net/samr.html
Images
Sailing free Facebook cover, 2012, Retreived 22/04/14 from http://www.iwantcovers.com/tag/sailing/
Figures
Figure 1
Carrington, A, 2014, The Pedagogy wheel, Retreived 25/04/14 http://www.edudemic.com/new-padagogy-wheel-helps-you-integrate-technology-using-samr-model/ q=free+image+teacher&as_qdr=all&tbm=isch&tbo=u&source=univ&sa=X&ei=izRaU7WFNMLClAXo4oDQDg&ved=0CE4QsAQ&biw=1366&bih=673#as_qdr=all&q=samr+model&tbm=isch&imgdii=_
Connected learning is a holistic approach to engaging students in learning that reflects the unique needs, opportunities and challenges of current times (Ito et al, 2013). The digital explosion has seen a revolutionary shift in the ways that people work, learn, and communicate in the past fifty years, and connected learning seeks to implement an equitable approach to education that reflects these changes and prepares all students for global citizenship. Connected learning is "socially embedded, interest driven, and oriented toward educational, economic or political opportunity" (Ito el al, 2013, p.4). It differs from popular educational technology in that it is not directed towards particular technological advances, but in addressing overarching values of community health and equity, social values, and pathways to participation in society (Ito et al, 2013).
SAMR is a pedagogical framework designed to support teachers to engage technology into teaching and learning with connected learning, whatever their level of expertise (Kharbach, 2014). Created by Dr Ruben Puentedura in 2006, it divides use of ICTs including social media and web technologies, across four key levels of engagement:
Substitution – utilising resources that perform the same task as one previously done manually (eg using an online dictionary in place of a physical dictionary to define words)
Augmentation – resources essentially perform the same task, but with increased/additional functionality (eg using Screencast to give feedback allows for traditional written feedback in conjunction with verbal guidance and physical manipulation of draft (eg cut/paste).
Modification – allows for significant redesign of task (eg Todaysmeet is a chat room allowing for collaborative online private chat meetings)
Redefinition- allows for the creation of new, previously inconceivable experiences (eg Facebook as a platform for communication and collaboration)(Kharbach, 2014)
Working at the ‘redefinition’ level purports that an educator can facilitate new educational experiences that tap into the power of social media and digital technologies to link learners with new experiences, opportunities and networks. In essence, redefinition experiences link the learner to the future, and connect the learner with the tools and knowledges they need to allow them to successfully contribute and thrive in our digital society. In this way, ICT and social media technologies are used as tools to create, collaborate, and empower learners to uptake productive citizenship, both in the digital and real world (community) realms.
Providing a lifejacket in a sea of technological change
Utilising Puedentura's framework, particularly at a redefinition level, allows educators to expose students to digital and socially networked media, with view to productive use of such technologies for social, educational or vocational gain. An ability to engage with these technologies allows students to access knowledge and information, access social support and relationships, and compete within a digitally driven world. In part, the popularity and accessibility of social media platforms such as Facebook, twitter, have broken down some traditional boundaries (between the privileged and less so) and allowed all digital citizens with a basic understanding of digital and social media technologies to engage, gain from, create and contribute to knowledge. The advent of (mostly) freely accessible information via new media has created opportunities that 'level the playing field' for learners. However, for this opportunity to be fully exploited, traditional understandings of the limited value of social media need to be challenged; not just a recreational pursuit, new technologies need to be considered by students, educators and policy bodies as vital to academic success, community involvement, and future success (Ito et al, 2013). This required 'shift in consciousness' will take time, and depends greatly on educators that are adequately supported to confidently facilitate using new technologies to engage socially, educationally and for societal benefit.
Stormy waters up ahead
While the SAMR model can facilitate engagement with transformative learning objects, it may not be enough to provide an all-encompassing connected learning experience. The SAMR model is presented in many cases as an overly simplistic, flashy digital image / instructional wheel
(see Figure 1).
This approach, while promoting ease of application and user friendliness, could also be seen to undermine the framework, promoting use of new apps and technologies with little link to the rationale of why these choices promote a level of teaching/learning experience. It seems to set the expectation that, 'Oh, I can use Facebook, I can make a movie, therefore I'm an advanced/redefined teacher'. Proposing a step-up framework such as this runs the risk of encouraging superficial progression of the through the program, whereby educators are merely scratching the surface of a range of flashy new technologies, without necessarily providing the underlying support and understanding vital to a true learning experience for students (Balanyk, 2013). Also, Schrock argues that the SAMR framework alone does not necessarily promote development of higher order skill-sets (example a redefinition task that only targets the 'remembering' level), and proposes a model that combines Puedentura's framework with Bloom's taxonomy to increase outcomes while targeting higher order cognitive skills as more comprehensive (Schrock, 2014). Also to be considered is that Puedentura's framework (2006) is relatively recent addition to educational technology theories, and is therefore largely absent in searches of current educational literature (determined by searches of QUT journals, and Google scholar). This relative absence indicates that the theory has not been critically evaluated and unpacked by social/educational theorists, nor independently verified as resulting in improving outcomes or opportunities for students. An evaluation of the studies presented by Puedentura, in conjunction with research indicating defined outcomes for educators and students would help to support his assertions and give the framework more legitimacy. These factors could hinder the integration of the SAMR framework into schools, and need to be critically considered when considering implementing the framework as is.
All hands on deck
In evaluating Puedentura’s SAMR framework, it is apparent that the model has the capacity to engage students in connected learning experiences and outcomes. Teachers can facilitate educational experiences that are intuitive, engaging, personalised and socially mediated, that arm learners with skills and competencies that will facilitate their success post-secondary schooling. However, the relative recency and paucity of research around the theory, the scant explanation of the theory, as well as the limited support for teachers in facilitating this framework, could result in these outcomes not ever being recognised on a large scale. At present, the framework as is risks being pushed aside as another pedagogical 'fad of the minute', drowned by policymakers, unrealistic expectations, socioeconomic inequality, and not enough support for the educators leading the shift. Redefining learning (facilitating new learning experiences) is not a matter of a cute wall poster, or an eye-catching (but eminently forgettable) acronym that will magically endow teachers will the skills to lead the digital revolution. Connected learning theorists note that a cultural shift is needed not just toward new learning experiences, but ones that equip learners with educational, economic or political equity and opportunity (Ito, et al., 2013). Simply put, the flash needs to be backed by substance. This will take time, research-directed shifts in policy and practice, and a commitment of educational bodies to support educators to understand and reach the goal of digital citizenship for today's generation of learners. With this shift in consciousness, education in Australia can continue to meet the ever-changing goal of preparing students to be active and productive participants in global (and digital) society.
Written by E. Siostrom, 2014.
____________________________________________________________________________________________________________
References
Balanyk, J. (2013). Up to the task: Task based learning with ipads, http://shct.hct.ac.ae/events/edtechpd2013/articles/Balanyk.pdf
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green,J., and Craig Watkins, S. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub. http://dmlhub.net/sites/default/files/Connected_Learning_report.pdf
Kharbach, M, (2014). SAMR model explained for teachers, Educational Technology and Mobile Learning, Retreived 15/04/14 http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
Schrock, K. (2014). Resources to support the SAMR model, Retreived 15/04/14 http://www.schrockguide.net/samr.html
Images
Sailing free Facebook cover, 2012, Retreived 22/04/14 from http://www.iwantcovers.com/tag/sailing/
Figures
Figure 1
Carrington, A, 2014, The Pedagogy wheel, Retreived 25/04/14 http://www.edudemic.com/new-padagogy-wheel-helps-you-integrate-technology-using-samr-model/ q=free+image+teacher&as_qdr=all&tbm=isch&tbo=u&source=univ&sa=X&ei=izRaU7WFNMLClAXo4oDQDg&ved=0CE4QsAQ&biw=1366&bih=673#as_qdr=all&q=samr+model&tbm=isch&imgdii=_