SAMR Levels and Blog Integration

1. SUBSTITUTION

1.1. Students can access weekly readings and topics instead of teacher printing out documents/ students reading from textbooks etc (readings are linked online via online libraries).

2. AUGMENTATION

2.1. Students can begin to create their own personal educational blogging page specific to science. They should be given a brief introduction and then instructed to begin only with text (if students advance, they are advancing within the SAMR model). Students can submit any weekly activity answers, quizzes or reflections.

3. MODIFICATION

3.1. As the teacher, I would set up a classroom blog and allow for groups to access and edit their specific group blog page. Students could login to the blog using a password and add blogs (whilst integrating various types of media) to make reflections etc. Students could develop quizzes for class members to complete based on their topic eg. Mars. Students would be able to personalise their blog tab.

4. REDEFINITION

4.1. Redefinition would allow for students to creatively form new tasks. In groups, students are to set up a group blog and learn about the ethical, professional and lawful procedures in place for blogging use. In class, the students may have a practical assessment that runs over the course of a term (9-10 weeks). To recreate this assessment, instead of writing a scientific experiment based on a chosen variable eg. the effect of changing pH on the angelfish life, the students would be able to creatively use blogging to develop a scientific experiment format eg. observations, reflections, recommendations, conclusion. Students are encouraged to incorporate various media eg. tables, images, videos. On the due date, I as the teacher would view the blogs and make any required comments. This could also be successful for groups sharing data and then students having their own blog for assessment purposes.