Ruben R. Puentedura, Ph.D. developed the SAMR model for planning and evaluating use of technology in teaching. The model defines the following uses of technology.
- S – Substitution
- A – Augmentation
- M – Modification
- R- Redefinition
View The SAMR Model (4 minutes) by Ruben R. Puentedura, Ph.D. for a description.
If you are seeking online tools for real-time collaboration for brainstorming, designing and planning consider the following options.
Five Types of Quizzes That Deepen Engagement by Marilyn Weimer summarizes the strengths and weaknesses of five ways to design the quiz experience. Some approaches include using notes or collaborating with peers.
Learn about the evolution of Bloom’s taxonomy and explore technology tools that pertain to Bloom’s Digital Taxonomy.
The Substitution, Augmentation, Modification and Redefinition (SAMR) model, by Ruben Puentedura describes the functions of incorporating technology in teaching. For example, composing an assignment on an iPad substitutes for a paper and pen. However using the iPad to find images and videos to include in the assignment is an augmentation. The iPad allows the instructor to modify the assignment to be a collaborative work with multiple students composing and discussing the topic. Lastly, the instructor and the students may use technology to redefine the assignment. See the author Ruben Puentedura describe the Impact of the SAMR model.
See a demo of the free concept mapping tool from Text2mindmap.
Explore ways to improve class discussion, as proposed by Maryellen Weimer, PhD.
As Higher Education seeks to create effective teaching and learning experiences for diverse populations, Critical Pedagogy may play a vital role. The definition and elements are described by U. of Wisconsin-Madison Continuing Studies.
Critical Pedagogy is an approach to teaching and learning predicated on fostering agency and empowering learners (implicitly and explicitly critiquing oppressive power structures). The word “critical” in Critical Pedagogy functions in several registers:
• Critical, as in mission-critical, essential;
• Critical, as in literary criticism and critique, providing definitions and interpretation;
• Critical, as in reflective and nuanced thinking about a subject;
• Critical, as in criticizing institutional, corporate, or societal impediments to learning;
• Critical Pedagogy, as a disciplinary approach, which inflects (and is inflected by) each of these other meanings.
A vision of how we work from the Office 365 Team is relevant for Higher Education.
“…how we work, where we work, with whom we work is changing rapidly and the technology must enable this modern workplace. Successful organizations have moved from static hierarchies of people and the way communication flows between them, to dynamic networks of open sharing; from individual productivity to collective value co-creation; from work being where you go to being what you do. And, for organizations, it is also about attracting and retaining the best, new talent. Today, workplace technology is a key factor as the Millennial generation become the majority of the workforce.”