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  • May be used with any content area!
  • Grab a lesson or unit that you already have created.
  • Choose one of the elements (all of the elements can be applied to ALL content areas!)
  • Answer the questions using the lesson/unit you have chosen!
  • Update the lesson/unit with new ideas after going through the guide!

How to Use This Guide

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Research

Taking Notes

Assessments

Presentations

Writing

Reading

The SAMR model is designed to help teachers infuse technology into teaching and learning in meaningful ways. Created by Dr. Ruben Puentedura, SAMR provides educators with a framework when thinking through a tech-rich lesson design.

What is SAMR?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Research

Taking Notes

Assessments

Presentations

Writing

Reading

The SAMR model is designed to help teachers infuse technology into teaching and learning in meaningful ways. Created by Dr. Ruben Puentedura, SAMR provides educators with a framework when thinking through a tech-rich lesson design.

What is SAMR?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

BACK

Choose 1

Students read an eBook, use digital tools, collaborate with other students, and create opportunities to extend their conversations by discussing the readings with students around the world or with the author.

Student read an eBook, use digital tools for understanding information, and collaborate with students to summarize the information through digital documents or online chats.

Students read an EBook and use tools such as highlighting and annotating, as well as the embedded dictionary and encyclopedia.

Students read an eBook through a 1-1 device.

Students read printed books and or articles.

game

Grow Your

SAMR

What does reading look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

There is nothing wrong with students reading printed texts! This resource is only meant to help you leverage technology in meaningul ways when you'd like to. Here are some ways that you can move from emerging to substitution:

  • Students read an Ebook.
  • Students read an article online.
  • Students read a book and/or article in PDF format.
  • Students read and respond to text via Google Classroom/Seesaw.

Emerging SAMR

BACK

Students read an eBook, use digital tools, collaborate with other students, and create opportunities to extend their conversations by discussing the readings with students around the world or with the author.

Student read an eBook, use digital tools for understanding information, and collaborate with students to summarize the information through digital documents or online chats.

Students read an EBook and use tools such as highlighting and annotating, as well as the embedded dictionary and encyclopedia.

Students read an eBook through a 1-1 device.

Students read printed books and or articles.

game

Grow Your

SAMR

What does reading look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Tech acts as direct tool substitute, with no functional change.

Ways to move from Substitution to Augmentation:

  • Students read an Ebook and will use the highlighting, annotating, and bookmarking features.
  • Students read a book and/or article in PDF format and use digital tools (ex. Kami) to highlight and annotate the text.
  • Students read and respond to text via Seesaw and receive immediate feedback on progress.
  • Students use online dictionaries, encyclopedias, and study guides to supplement reading material.

Substituion

BACK

Students read an eBook, use digital tools, collaborate with other students, and create opportunities to extend their conversations by discussing the readings with students around the world or with the author.

Student read an eBook, use digital tools for understanding information, and collaborate with students to summarize the information through digital documents or online chats.

Students read an EBook and use tools such as highlighting and annotating, as well as the embedded dictionary and encyclopedia.

Students read an eBook through a 1-1 device.

Students read printed books and or articles.

game

Grow Your

SAMR

What does reading look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Augmentation to Modification:

  • Students read and annotate digital books and/or articles. They summarize and share information via a shared Google Doc.
  • Students create and participate in digital book clubs online with students in their school or classroom (i.e. Google Groups, Facebook Groups, etc.)
  • Students read and annotate digital books and/or articles. They summarize and share information via a graphic organizer or mindmap.
  • Students read and annotate digital books and/or articles. They compare and contrast the readings to online dictionaries and encyclopedias and summarize the information through an online tool.

Tech acts as direct tool substitute, with functional improvement.

Augmentation

Students read an eBook, use digital tools, collaborate with other students, and create opportunities to extend their conversations by discussing the readings with students around the world or with the author.

BACK

Student read an eBook, use digital tools for understanding information, and collaborate with students to summarize the information through digital documents or online chats.

Students read an EBook and use tools such as highlighting and annotating, as well as the embedded dictionary and encyclopedia.

Students read an eBook through a 1-1 device.

Students read printed books and or articles.

game

Grow Your

SAMR

What does reading look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Modification to Redefinition:

  • Students read and annotate digital books and/or articles. will summarize and share information on a global level (ex. Blogger, Google Groups, etc.)
  • Students create and participate in digital book clubs on social media (i.e. Google Groups, Facebook, YouTube) with students beyond their classroom and/or across the world.
  • Students read and annotate digital books and/or articles. They summarize and share information via a graphic organizer or mindmap on a global level (ex. Blogger, Google Groups, etc.).

Tech allows for signifigant task redesign.

Modification

BACK

Students read an eBook, use digital tools, collaborate with other students, and create opportunities to extend their conversations by discussing the readings with students around the world or with the author.

Student read an eBook, use digital tools for understanding information, and collaborate with students to summarize the information through digital documents or online chats.

Students read an EBook and use tools such as highlighting and annotating, as well as the embedded dictionary and encyclopedia.

Students read an eBook through a 1-1 device.

Students read printed books and or articles.

game

Grow Your

SAMR

What does reading look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

You've reached the Redefintion level of SAMR! Please consider sharing with your colleagues!

Tech allows for creation of new tasks previously inconceivable.

Redefinition

BACK

Students read an eBook, use digital tools, collaborate with other students, and create opportunities to extend their conversations by discussing the readings with students around the world or with the author.

Student read an eBook, use digital tools for understanding information, and collaborate with students to summarize the information through digital documents or online chats.

Students read an EBook and use tools such as highlighting and annotating, as well as the embedded dictionary and encyclopedia.

Students read an eBook through a 1-1 device.

Students read printed books and or articles.

game

Grow Your

SAMR

What does reading look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Choose 1

BACK

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students share notes with teachers, students, and even experts in the field to receive feedback and create discussion.

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students continue to share these notes with the students and teacher to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Word, and Notability and add pictures, graphs, and visuals. Students share these notes with other students to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Microsoft Word, Notability, or other digital platforms.

Students take notes on paper, notebooks, or Interactive Notebooks.

game

Grow Your

SAMR

What does note-taking look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

There is nothing wrong with students taking notes on paper! This resource is only meant to help you leverage technology in meaningul ways when you'd like to. Here are some ways that you can move from emerging to substitution:

  • Students take notes using Google Apps, such as Google Docs, Slides, Drawings, and Keep.
  • Students take notes using digital tools, such as Notability, Evernote, and SimpleNote.
  • Teachers deliver notes via Google Slides, Microsoft Powerpoint, Prezi, etc.
  • Teachers create a flipped lesson (ex. Screencastify) where students can watch the notes at their own pace.
  • Students take notes in a digital Cornell Note template.
  • Teachers create a lesson and deliver a lesson using PearDeck.

Emerging SAMR

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students share notes with teachers, students, and even experts in the field to receive feedback and create discussion.

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students continue to share these notes with the students and teacher to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Word, and Notability and add pictures, graphs, and visuals. Students share these notes with other students to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Microsoft Word, Notability, or other digital platforms.

Students take notes on paper, notebooks, or Interactive Notebooks.

BACK

game

Grow Your

SAMR

What does note-taking look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Substitution to Augmentation:

  • Students take notes using Google Apps and will receive peer feedback by sharing and using the commenting/suggesting feature.
  • Students take notes using digital tools, such as Notability, Evernote, and SimpleNote, and will receive peer feedback by sharing with other students.
  • Teachers create a flipped lesson (ex. Screencastify) and questions to check for understanding (EdPuzzle).
  • Teachers create interactive notes for students that include videos, drag/drop features, etc through Google Slides.
  • Teachers create and deliver a lesson using PearDeck, Nearpod, or Classflow that is interactive and requires student participation.

Tech acts as direct tool substitute, with no functional change.

Substituion

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students share notes with teachers, students, and even experts in the field to receive feedback and create discussion.

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students continue to share these notes with the students and teacher to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Word, and Notability and add pictures, graphs, and visuals. Students share these notes with other students to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Microsoft Word, Notability, or other digital platforms.

Students take notes on paper, notebooks, or Interactive Notebooks.

BACK

game

Grow Your

SAMR

What does note-taking look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Tech acts as direct tool substitute, with functional improvement.

Augmentation

Ways to move from Augmentation to Modification:

  • Students take and share notes via screencasting.
  • Students take and share notes via screencasting (Screencastify, Loom).
  • Students take notes and synthesize the information into a mindmap (SimpleMind, Lucid Chart).
  • Students create infographics using Canva, Gravit Designer, Pixlr or Adobe Spark.
  • Students create video notes using Adobe Spark or WeVideo.

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students share notes with teachers, students, and even experts in the field to receive feedback and create discussion.

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students continue to share these notes with the students and teacher to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Word, and Notability and add pictures, graphs, and visuals. Students share these notes with other students to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Microsoft Word, Notability, or other digital platforms.

Students take notes on paper, notebooks, or Interactive Notebooks.

BACK

game

Grow Your

SAMR

What does note-taking look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Modification to Redefinition:

  • Students take and share notes using sketchnoting. These notes will be shared publicly via blogging platforms such as Blogger, Kidblog, and Edublog.
  • Students take and share notes via screencasting. These notes will be shared publicly via blogging platforms such as Blogger, Kidblog, and Edublog.
  • Students take notes and synthesize the information into a mindmap. These notes will be shared publicly via blogging platforms such as Blogger, Kidblog, and Edublog.
  • Students create infographics using Canva, Gravit Designer, or Adobe Spark. These notes will be shared publicly via blogging platforms such as Blogger, Kidblog, and Edublog.
  • Students create video notes using Adobe Spark or WeVideo. These notes will be shared publicly via blogging platforms such as Blogger, Kidblog, and Edublog.

Tech allows for signifigant task redesign.

Modification

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students share notes with teachers, students, and even experts in the field to receive feedback and create discussion.

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students continue to share these notes with the students and teacher to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Word, and Notability and add pictures, graphs, and visuals. Students share these notes with other students to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Microsoft Word, Notability, or other digital platforms.

Students take notes on paper, notebooks, or Interactive Notebooks.

BACK

game

Grow Your

SAMR

What does note-taking look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

You've reached the Redefintion level of SAMR! Please consider sharing with your colleagues!

Tech allows for creation of new tasks previously inconceivable.

Redefinition

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students share notes with teachers, students, and even experts in the field to receive feedback and create discussion.

Students take digital notes that may extend beyond traditional word documents, such as creating screencasts, sketchnoting, and infographics. Students continue to share these notes with the students and teacher to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Word, and Notability and add pictures, graphs, and visuals. Students share these notes with other students to receive feedback and create discussion.

Students take digital notes using tools such as Google Docs, Microsoft Word, Notability, or other digital platforms.

Students take notes on paper, notebooks, or Interactive Notebooks.

BACK

game

Grow Your

SAMR

What does note-taking look like in your classroom/lesson?

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Choose 1

Students write using a variety of digital tools, including blogging platforms for students to receive feedback and reach a global audience.

BACK

Students write using a variety of digital tools, including blogging platforms for students to receive feedback from peers and teacher.

Students write using digital products, such as Google Docs, and use the commenting feature to receive feedback on writing.

Students write using digital products, such as Google Docs.

Students write assignments, essays, and projects on paper or in notebooks.

What does writing look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

There is nothing wrong with students completing assignments on paper! This resource is only meant to help you leverage technology in meaningul ways when you'd like to. Here are some ways that you can move from emerging to substitution:

  • Students use Google Docs for writing.
  • Students use Google Slides for writing.
  • Students use Microsoft Word for writing.
  • Students use Padlet for writing.
  • Students use Google Forms for writing.
  • Students use Lucidchart to create flowcharts, diagrams and sketches.
  • Students use Seesaw for writing.

Emerging SAMR

Students write using a variety of digital tools, including blogging platforms for students to receive feedback and reach a global audience.

BACK

Students write using a variety of digital tools, including blogging platforms for students to receive feedback from peers and teacher.

Students write using digital products, such as Google Docs, and use the commenting feature to receive feedback on writing.

Students write using digital products, such as Google Docs.

Students write assignments, essays, and projects on paper or in notebooks.

What does writing look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Substitution to Augmentation:

  • Students use Google Docs for writing and the commenting feature to receive collaborative feedback on their written work.
  • Students use Google Slides for writing and the commenting feature to receive collaborative feedback on their written work.
  • Students use Padlet to write, share ideas, and respond to other student’s ideas.
  • Students use Google Forms for writing. Teacher will use Autocrat or Form Publisher to share results.

Tech acts as direct tool substitute, with no functional change.

Substituion

Students write using a variety of digital tools, including blogging platforms for students to receive feedback and reach a global audience.

Students write using a variety of digital tools, including blogging platforms for students to receive feedback from peers and teacher.

BACK

Students write using digital products, such as Google Docs, and use the commenting feature to receive feedback on writing.

Students write using digital products, such as Google Docs.

Students write assignments, essays, and projects on paper or in notebooks.

What does writing look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Tech acts as direct tool substitute, with functional improvement.

Augmentation

Ways to move from Augmentation to Modification:

  • Students use Google Docs, Slides, and other apps for writing and the commenting feature to receive collaborative feedback on their written work.
  • Students create a personal or classroom blog (ex. Blogger, Edublogs, Weebly, etc.) to share written work and receive feedback from students in their classroom.
  • Students create an eBook using apps such as Storybird and Book Creator.

Students write using a variety of digital tools, including blogging platforms for students to receive feedback and reach a global audience.

Students write using a variety of digital tools, including blogging platforms for students to receive feedback from peers and teacher.

BACK

Students write using digital products, such as Google Docs, and use the commenting feature to receive feedback on writing.

Students write using digital products, such as Google Docs.

Students write assignments, essays, and projects on paper or in notebooks.

What does writing look like in your classroom/lesson?

game

Grow Your

SAMR

Ways to move from Modification to Redefinition:

  • Students will use Google Docs, Slides, and other apps for writing and the commenting feature to receive collaborative feedback on their written work. Their work will be posted publicly to receive feedback from students outside of their classroom and/or around the world.
  • Students will create a personal and/or classroom blog (ex. Blogger, Edublogs, Weebly, etc.) to share written work and receive feedback from students outside of their classroom and/or around the world.
  • Students will write a book and publish on Google Play.
  • Students will create an eBook using apps such as Storybird and Book Creator and publish on a global level.

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Tech allows for signifigant task redesign.

Modification

Students write using a variety of digital tools, including blogging platforms for students to receive feedback and reach a global audience.

BACK

Students write using a variety of digital tools, including blogging platforms for students to receive feedback from peers and teacher.

Students write using digital products, such as Google Docs, and use the commenting feature to receive feedback on writing.

Students write using digital products, such as Google Docs.

Students write assignments, essays, and projects on paper or in notebooks.

What does writing look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

You've reached the Redefintion level of SAMR! Please consider sharing with your colleagues!

Tech allows for creation of new tasks previously inconceivable.

Redefinition

Students write using a variety of digital tools, including blogging platforms for students to receive feedback and reach a global audience.

BACK

Students write using a variety of digital tools, including blogging platforms for students to receive feedback from peers and teacher.

Students write using digital products, such as Google Docs, and use the commenting feature to receive feedback on writing.

Students write using digital products, such as Google Docs.

Students write assignments, essays, and projects on paper or in notebooks.

What does writing look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Choose 1

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages a global audience in the presentation.

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages the audience in the presentation.

BACK

Students create an interactive presentation or digital display that engages the audience in the presentation.

Students present information through a digital display, such as Google Slides.

Students present information through a physical display, such as presentation boards, posters, brochures, etc.

What do student presentations look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

There is nothing wrong with students presenting physical displays! This resource is only meant to help you leverage technology in meaningul ways when you'd like to. Here are some ways that you can move from emerging to substitution:

  • Students will present information by using Google Slides.
  • Students will present information by using PowerPoint.
  • Students will present information by using Canva.
  • Students will present information by using Google Drawings.
  • Students will present information by using Prezi.

Emerging SAMR

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages a global audience in the presentation.

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages the audience in the presentation.

BACK

Students create an interactive presentation or digital display that engages the audience in the presentation.

Students present information through a digital display, such as Google Slides.

Students present information through a physical display, such as presentation boards, posters, brochures, etc.

What do student presentations look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Substitution to Augmentation:

  • Students create an interactive presentation using Google Apps. The presentation will require participation from the audience.
  • Students present information via a video presentation. These apps may include YouTube, iMovie, Adobe Spark, WeVideo, or Animoto.
  • Students present information via storyboard, such as Google Storyboard or Storyboard That.
  • Students create an interactive presentation using PearDeck, Nearpod, or ClassFlow.

Tech acts as direct tool substitute, with no functional change.

Substituion

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages a global audience in the presentation.

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages the audience in the presentation.

BACK

Students create an interactive presentation or digital display that engages the audience in the presentation.

Students present information through a digital display, such as Google Slides.

Students present information through a physical display, such as presentation boards, posters, brochures, etc.

What do student presentations look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Augmentation

Tech acts as direct tool substitute, with functional improvement.

Ways to move from Augmentation to Modification:

  • Students present information in an interactive presentation using Google Apps. The presentation will include multiple apps in one presentation.
  • Students be given the option to choose their method of presentation, such as presentations, infographics, movies, storyboards and music.
  • Students use Flipgrid to gather responses from their classmates and share with the class as a part of their presentation.
  • Students create a visual and digital display by creating a presentation through Canva, Prezi and/or Adobe Spark.
  • Students create a movie by using Adobe Spark, iMovie, Powtoon, WeVideo, and/or Animoto.
  • Students create a storyboard by using Google Storyboard or Storyboard That.
  • Students create a music presentation using Soundtrap or Incredibox.
  • Students create a podcast using Spreaker.

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages a global audience in the presentation.

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages the audience in the presentation.

BACK

Students create an interactive presentation or digital display that engages the audience in the presentation.

Students present information through a digital display, such as Google Slides.

Students present information through a physical display, such as presentation boards, posters, brochures, etc.

What do student presentations look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

READ MORE

Ways to move from Modification to Redefinition:

  • Students present information in an interactive presentation using multiple Google Apps. Student work will be displayed publicly on a blog or YouTube.
  • Students be given the option to choose their method of presentation, such as presentations, infographics, movies, storyboards and music. Student work will be displayed publicly on a blog or YouTube.
  • Students use Flipgrid to gather responses from their classmates and share with the class as a part of their presentation. Student work will be displayed publicly on a blog or YouTube.
  • Students create a visual and digital display by creating a presentation through Canva, Prezi and/or Adobe Spark. Student work will be displayed publicly on a blog or YouTube.

Tech allows for signifigant task redesign.

Modification

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages a global audience in the presentation.

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages the audience in the presentation.

BACK

Students create an interactive presentation or digital display that engages the audience in the presentation.

Students present information through a digital display, such as Google Slides.

Students present information through a physical display, such as presentation boards, posters, brochures, etc.

What do student presentations look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

You've reached the Redefintion level of SAMR! Please consider sharing with your colleagues!

Tech allows for creation of new tasks previously inconceivable.

Redefinition

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages a global audience in the presentation.

Students are given a selection of digital tools to choose for their presentation, such as slide presentations, movies, infographics, etc, that engages the audience in the presentation.

BACK

Students create an interactive presentation or digital display that engages the audience in the presentation.

Students present information through a digital display, such as Google Slides.

Students present information through a physical display, such as presentation boards, posters, brochures, etc.

What do student presentations look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Choose 1

Students use digital tools to research, organize, bookmark, and annotate important information. Students synthesize this information through digital graphic organizers, thinking maps, or mind maps.

Students use online search engines, such as Google, to research, organize, and bookmark important information. Students annotate their research using digital tools such as Kami or Notability.

Students use online search engines, such as Google, to research, organize, and bookmark important information.

BACK

Students use online search engines, such as Google, to research information.

Students primarily use physical resources for research, such as encyclopedias.

What does research look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

There is nothing wrong with students using physical resources for research! This resource is only meant to help you leverage technology in meaningul ways when you'd like to. Here are some ways that you can move from emerging to substitution:

  • Students conduct research for assignments and projects through Google Apps, such as Google Search, Scholar, and Books.
  • Students conduct research for assignments through the online Encyclopedia Britannica.

Emerging SAMR

Students use digital tools to research, organize, bookmark, and annotate important information. Students synthesize this information through digital graphic organizers, thinking maps, or mind maps.

Students use online search engines, such as Google, to research, organize, and bookmark important information. Students annotate their research using digital tools such as Kami or Notability.

Students use online search engines, such as Google, to research, organize, and bookmark important information.

BACK

Students use online search engines, such as Google, to research information.

Students primarily use physical resources for research, such as encyclopedias.

What does research look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Substitution to Augmentation:

  • Students conduct research through online, digital sources, and use digital tools to organize information and ideas.
  • Students use resources such as Google Keep and Bookmarks to organize information and ideas.

Tech acts as direct tool substitute, with no functional change.

Substituion

Students use digital tools to research, organize, bookmark, and annotate important information. Students synthesize this information through digital graphic organizers, thinking maps, or mind maps.

Students use online search engines, such as Google, to research, organize, and bookmark important information. Students annotate their research using digital tools such as Kami or Notability.

Students use online search engines, such as Google, to research, organize, and bookmark important information.

BACK

Students use online search engines, such as Google, to research information.

Students primarily use physical resources for research, such as encyclopedias.

What does research look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Augmentation

Tech acts as direct tool substitute, with functional improvement.

Ways to move from Augmentation to Modification:

  • Students complete research through online, digital sources, such as Google Search and Scholar and use digital tools to annotate and synthesize the text (ex. Kami, Notability, etc)
  • Students use resources such as Google Apps and Google Keep to organize information. They will share this information with other students for collaboration.
  • Students synthesize information by creating graphic organizers, thinking maps, or mindmaps through tools like Google Drawings or Canva.

Students use digital tools to research, organize, bookmark, and annotate important information. Students synthesize this information through digital graphic organizers, thinking maps, or mind maps.

Students use online search engines, such as Google, to research, organize, and bookmark important information. Students annotate their research using digital tools such as Kami or Notability.

Students use online search engines, such as Google, to research, organize, and bookmark important information.

BACK

Students use online search engines, such as Google, to research information.

Students primarily use physical resources for research, such as encyclopedias.

What does research look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Modification to Redefinition:

  • Students complete research through online, digital sources, such as Google Search and Scholar and use digital tools to annotate and synthesize the text and share on a global level.
  • Students synthesize information by creating graphic organizers, thinking maps, or mindmaps through tools like Google Drawings or Canva. The information will be shared on a global level.

Tech allows for signifigant task redesign.

Modification

Students use digital tools to research, organize, bookmark, and annotate important information. Students synthesize this information through digital graphic organizers, thinking maps, or mind maps.

Students use online search engines, such as Google, to research, organize, and bookmark important information. Students annotate their research using digital tools such as Kami or Notability.

Students use online search engines, such as Google, to research, organize, and bookmark important information.

BACK

Students use online search engines, such as Google, to research information.

Students primarily use physical resources for research, such as encyclopedias.

What does research look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

You've reached the Redefintion level of SAMR! Please consider sharing with your colleagues!

Tech allows for creation of new tasks previously inconceivable.

Redefinition

Students use digital tools to research, organize, bookmark, and annotate important information. Students synthesize this information through digital graphic organizers, thinking maps, or mind maps.

Students use online search engines, such as Google, to research, organize, and bookmark important information. Students annotate their research using digital tools such as Kami or Notability.

Students use online search engines, such as Google, to research, organize, and bookmark important information.

BACK

Students use online search engines, such as Google, to research information.

Students primarily use physical resources for research, such as encyclopedias.

What does research look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Choose 1

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught and reach a global audience.

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught.

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms, and are able to receive immediate feedback on their results.

BACK

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms.

Students complete assessments on paper.

What do assessments look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

There is nothing wrong with students completing assessments on paper! This resource is only meant to help you leverage technology in meaningul ways when you'd like to. Here are some ways that you can move from emerging to substitution:

  • The student assessment will be given via Google Apps, such as Docs, Forms, Slides, and/or Drawings.
  • The student assessment will be given via Edulastic, Illuminate, and/or Seesaw
  • The student assessment will be game-based through Kahoot.
  • The student assessment will be given through websites, such as Socrative, Quizziz, and Goformativ.

Emerging SAMR

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught and reach a global audience.

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught.

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms, and are able to receive immediate feedback on their results.

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms.

Students complete assessments on paper.

What do assessments look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Substitution to Augmentation:

  • The student assessment will be given via Google Docs, Slides, and/or Drawings. Students will receive quick feedback through the commenting features.
  • The student assessment will be given via Google Forms and students will receive immediate feedback through Flubaroo.
  • The student assessment will be given through Edulastic, Illuminate, Seesaw and/or other LMS and students will receive immediate feedback.
  • The student assessment will be given through websites, such as Socrative, Quizziz, and Goformativ and students will receive immediate feedback.
  • The teacher will grade student assessments, essays, and/or projects by using Doctopus and Goobric.

Tech acts as direct tool substitute, with no functional change.

Substituion

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught and reach a global audience.

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught.

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms, and are able to receive immediate feedback on their results.

BACK

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms.

Students complete assessments on paper.

What do assessments look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Augmentation

Tech acts as direct tool substitute, with functional improvement.

Ways to move from Augmentation to Modification:

  • The student assessment will be given via Google Docs, Slides, and/or Drawings. Students will receive quick feedback through the commenting features.
  • The student assessment will be given via Google Forms and students will receive immediate feedback through Flubaroo.
  • The student assessment will be given through Edulastic, Illuminate, Seesaw and/or other LMS and students will receive immediate feedback.
  • The student assessment will be given through websites, such as Socrative, Quizziz, and Goformativ and students will receive immediate feedback.
  • The teacher will grade student assessments, essays, and/or projects by using Doctopus and Goobric.

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught and reach a global audience.

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught.

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms, and are able to receive immediate feedback on their results.

BACK

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms.

Students complete assessments on paper.

What do assessments look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

Ways to move from Modification to Redefinition:

  • Students create a visual and digital display to showcase their knowledge using Google Apps. Student work will be displayed publicly on a blog or YouTube.
  • Students create a visual and digital display by creating a presentation through Canva, Prezi and/or Adobe Spark. Student work will be displayed publicly on a blog or YouTube.
  • Students create a movie by using Adobe Spark, iMovie, Powtoon, WeVideo, and/or Animoto. Student work will be displayed publicly on a blog or YouTube.
  • Students create a storyboard by using Google Storyboard or Storyboard That. Student work will be displayed publicly on a blog or YouTube.

Tech allows for signifigant task redesign.

Modification

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught and reach a global audience.

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught.

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms, and are able to receive immediate feedback on their results.

BACK

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms.

Students complete assessments on paper.

What do assessments look like in your classroom/lesson?

game

Grow Your

SAMR

Information obtained and adapted from the fabulous BoostEDU @ https://www.boostedu.org/

You've reached the Redefintion level of SAMR! Please consider sharing with your colleagues!

Tech allows for creation of new tasks previously inconceivable.

Redefinition

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught and reach a global audience.

Students are given a selection of digital tools to showcase their knowledge of the concept that has been taught.

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms, and are able to receive immediate feedback on their results.

BACK

Students complete an assessment using digital tools, such as Google Docs, Slides, or Forms.

Students complete assessments on paper.

What do assessments look like in your classroom/lesson?

game

Grow Your

SAMR