Do You Teach Above the Line?

By Kayela Clark @klaclark

In our schools, we believe technology is a tool for learning just like crayons and paper.  It is not the learning. We recently deployed ipads into many classrooms around our district. This great influx of technology within the classroom has given me pause to ponder and reflect about what it means to successfully integrate technology into the classroom.  

The SAMR model, developed by Ruben Puentedura, is gaining momentum in the realm of Educational Technology and provides a framework for how technology impacts both teaching and learning. It is not new or revolutionary.  In fact, you may have heard of it before. Or, you may have seen it on Twitter and Pinterest (if you are a closet “pinner” like me).   The SAMR model not only provides a model for technology integration, but it also follows a progression that adopters of educational technologies may follow as they grow in both their skill and comfort level. 

The model is clear and succinct with only four levels. The model progresses from Substitution to Redefinition. Substitution is the lowest level of the SAMR model where the technology acts as a direct “substitution” with no functional change. For example, using the Notes app on the iPad to record notes rather than pencil and paper. The next level is Augmentation. Again, in this level, the technology acts as a direct substitute, but there is a functional change or improvement. For example, using the search feature on the Notes app to search for previous notes.  One step higher on the model is the Modification level. This is where we begin to see significant changes in the task and redesign. For example, highlighting text with the Notes app to define with the built-in dictionary, look up on the web, or even “speak” the word(s). The last and final level of the SAMR model is Redefinition. During redefinition there is significant transformation of the task occurring that was previously thought impossible. For example, using the Notes app to share information by exporting or emailing. 

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Are there any coffee drinkers out there? (Not me...I'm a Diet Coke girl, but I'll concede for the sake of the analogy.) Tim Holt compared the SAMR model to coffee you brew at home versus coffee you purchase at Starbucks. You can read his post here. At the Substitution Level you are simply substituting a regular cup of coffee made at home for one made at Starbucks. There is no change. But, at the Redefinition Level, we are getting a Pumpkin Spice Latte (something only Starbucks does!). They use their trademarked recipe and redefine our regular cup of coffee with their special flavors and syrups. 

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One important feature of the SAMR model is the dashed line between the Augmentation level and the Modification level. This simple line has spawned the catch phrase, “Do you teach above the line?”  But, what does it mean? If you teach above the line you have moved beyond simply enhancing student learning to truly transforming the learning with technology. 

When thinking about the SAMR model and your own practices within the classroom, consider the following reflective questions for moving up the progression: 

Substitution to Augmentation

1. Have I added an improvement to the task process that could not be accomplished at a basic level without the technology?
2. How does this feature contribute to the design of my project.

Augmentation to Modification

1. How is the original task being modified?
2. Does this modification fundamentally depend upon the new technology?
3. How does this feature contribute to the design of my project?

Modification to Redefinition

1. What is the new task?
2. Will any portion of the original task be retained?
3. How is the new task made possible by the use of technology?
4. How does it contribute to my design?

So...the question remains, “Do you teach above the line?”