The authors argue that SAMR model has gained popularity in educational technology conferences and use in K-12 education settings. However, the model is said to face a number of challenges, including the absence of context in its framework, its rigid structure, and focus on product rather than the process. The authors also point out that SAMR model emphasizes technology over learning outcomes/pedagogy.
There are three main challenges about SAMR model criticized in the review. As mentioned by authors, the absence of context is the first issue that SAMR model has. Various contexts in which teaching occurs plays a crucial role in classrooms. Hence, the authors highlight that SAMR model should be considering these complex settings. The context in SAMR model is represented by resources, teacher knowledge and students needs. The second issue is with SAMR model's hierarchical structure, which promotes superiority of higher levels of technology use, like Modification and Redefinition, over other levels. The authors stress the nature of teaching-learning process, which is dynamic, as evidence that SAMR model cannot be linear within the context of education. The last issue mentioned by authors in the review is the focus of the model on product than the process. This idea is evidenced by the way that SAMR model focuses on integration of different technologies in education rather than learning outcomes, which may lead to superficial changes in teaching-learning process rather than real results.
The review is concluded by authors' recommendations on how SAMR model can be improved in education. The consideration of different contexts in teaching, revision of taxonomical format and focusing more on meaningful technology integration are mentioned among them.
My personal reflection
The article's critique of the SAMR model's structure is one significant realisation I made. Higher levels of technology use, such as redefinition and modification, are superior to lower levels, such as substitution and augmentation, according to the model. This helped me realise that integrating technology into the classroom is not always a straight-forward process and that it should be modified to meet the needs of the students and the lesson's context. I used to believe that SAMR was a straightforward, progressive model, but now I recognise how important it is to be adaptable when using technology in the classroom.
Additionally, before reading this article, I thought that incorporating technology with SAMR stages was a perfect fit. However, the article challenged that by pointing out that the model can be overly strict and concentrate more on the technology than the learning objectives. This caused me to reconsider if in my lessons I sometimes concentrate too much on using technology merely for the sake of using it rather than ensuring that it actually improves my students' learning.
This article is especially useful as I continue my studies and create my lessons. I am learning how to create lessons that incorporate digital tools, and the article's suggestions for effective technology incorporation have helped me understand that SAMR model should be applied to enhance learning objectives rather than merely to give lessons an updated appearance. I willl now be more mindful of whether the technology I use assists in my students' accomplishment of their goals for learning. I remember how once used an app for vocabulary practice just because it was popular, without thinking about whether it was the best way for my students to learn. The app did an excellent task of keeping students interested, but I found that it did little to help them remember the words we had been practicing. After reading this article, I have realized that I need to be more intentional about how I use technology.
In conclusion, even though I have heard about this model recently, the article's critique of the SAMR model resonates with my own experiences as a teacher. I believe that any framework created to be applied in educational settings should be flexible and follow the holistic nature of learning. Incorporating insights from TPACK framework, for instance, could also make improvements to SAMR model, making it more responsive to technology integration in education.
Reference
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