1. Murat TÜRK, MA Yeditepe University Prep School of English
The SAMR Model in an EFL Classroom through the lenses of a practitioner
Murat TÜRK, MA
Yeditepe University
Prep School of English

2. The points to touch upon today
Technology in Classroom
Technology Use
Technology Integration
What is the SAMR Model?
Stages of the model
Bloom’s (Digital) Taxonomy
21st century Skills and the SAMR Model
How can the SAMR Model be applied in an EFL setting?
Actual Classroom Experience from my EFL classes at college

3. Do we use or integrate technology in our classrooms?
In Technology Integration
In Technology Use
Ts have technology in their lessons randomly, arbitrarily and as an afterthought
Ts use technology sporadically
Ts use technology just for the sake of using it for fun, pleasure etc.
Ts use technology to deliver the content to sts and sts are expected to consume the info presented
Ts make clear, definite plans about how to use technology with a clearly defined goal (purpose)
Technology as an integral part of the learning environment
Ts need technology in order to be able to achieve certain instructional goals and objectives
Ts use technology to engage sts with the content and sts are expected to build up/construct their own knowledge

4. Do we use or integrate technology in our classrooms?
In Technology Integration
In Technology Use
Most of the class time & energy is spent on using the technology itself
Lower-order skills are activated
Individual work is encouraged, with every single student using their own devices in the class
Ts use technology to add some color/flavor to tasks/activities which can be easier to do without technology
Most of the class time & energy is spent on creating new thinking and production processes through technology use
Higher-order skills are encouraged
Cooperation and collaboration are encouraged in and out of the class
Ts need technology to do tasks/activities that would otherwise be very difficult or impossible without technology

5. Who created the SAMR Model?
Dr. Ruben Puentedura is the creator of the SAMR model.
the Founder and President of Hippasus, a consulting firm based in Western Massachusetts
focusing on transformative applications of information technologies to education.

6. What is the SAMR Model?
This model aims to help teachers to evaluate how they are incorporating technology into their instructional practice.
It helps teachers to reflect upon how they are integrating technology into their classrooms.

7. What are the layers of this model?
When you decide to use technology in your class, ask yourself:
Will it be an act of Substitution?
Will it be an act of Augmentation?
Will it be an act of Modification?
Will it be an act of Redefinition? 
4 layers
SUBSTITUTION
AUGMENTATION
MODIFICATION
REDEFINITION

8. How to move up the SAMR ladder
The SAMR Model
includes
a threshold where you shift from ENHANCE to TRANSFORM learning!

9. Modification & Redefinition = TRANSFORM learning Transforming learning promotes higher-order thinking skills.

10. ANALYZING EVALUATING CREATING and some other similar productive& engaging skills are NECESSARY in this century!

11. HOW CAN WE TEACH ABOVE THE LINE?

12. The Evolution Process through the steps of the SAMR ladder!

13. SUBSTITUTION task stays the same no real change in student engagement

14. SUBSTITUTION example: EFL task: writing a paragraph about the causes of childhood obesity Sts write their paragraphs using Word processor instead of using a pencil and paper

15. AUGMENTATION technology still substitutes, but there is some functional improvement task is still the same, but tech augments it with some features

16. AUGMENTATION example: EFL task: writing a paragraph about the causes of childhood obesity Sts make use Word’s features (spellcheck) and tools (paragraph formatting, page layout etc.)

17. MODIFICATION task is significantly redesigned by technology task modified by technology promoting student collaboration and peer/teacher feedback

18. MODIFICATION example: EFL task: writing a paragraph about the causes of childhood obesity Sts write their paragraphs using Google Docs Sts share their work with their teacher and/or peers and get immediate/real-time feedback

19. REDEFINITION technology makes it possible for teacher to create entirely different tasks that would otherwise be impossible to do without technology technology has to be used for the implementation of this totally new task

20. REDEFINITION example: EFL task: writing a paragraph about the causes of childhood obesity Sts transform their cause paragraphs into multimedia productions Sts create videos about the causes of childhood obesity They publish or share their videos with others and receive feedback about their creations.

21. REDEFINITION so technology REDEFINES this task through media production the redefined task now promotes 4 important 21st century skills!

22. Now, let’s remember the reflection questions to ask ourselves to apply the SAMR Model in our instructional designs.
What will I gain by replacing the older technology with the new technology? (substitution level)
Have I added to and improved the task process in a way that cannot be achieved with the older technology at a fundamental level? (augmentation level)
Does this modification fundamentally depend on the new technology? (modification level)
How is the new task uniquely made possible by the new technology? (redefinition level)

23. How does Bloom’s (digital) taxonomy relate to the SAMR Model
How does Bloom’s (digital) taxonomy relate to the SAMR Model? The taxonomy’s first version with nouns at each stage (1950s, Benjamin Bloom)

24. The updated version with action-oriented verbs in each stage to make the model relevant to the 21st century learning (1990s, by David Krathwohl & Lorin Anderson) thinking as an action-based process rather than passive acquisition

25. The last two steps of the taxonomy were also reordered
The last two steps of the taxonomy were also reordered. CREATE goes to the top!

26. Now educators put various verbs at each stage!

27. How does digital technology affect this taxonomy?

28. With technology integration, some new digital verbs can be embedded into each level. Example: CREATE Level

29. Embedding digital verbs to each level of the taxonomy also encourages 21st century skills 4Cs and others…

30. various technology tools can be used to develop and promote each level see tech tools as vehicles used to transform sts thinking at each level use them to support different cognitive levels

31. There is even a periodic table for this job! Google it! Get it! Use it!

32. Actual Classroom Experience from My EFL Classrooms Edpuzzle Experience

33. Edpuzzle Experience CEFR Level: B1 task: writing a process paragraph about how to make slime purpose: practising passive verbs in simple present tense

34. Edpuzzle Experience CEFR Level: B1 sts can communicate with their teachers and get immediate feedback upon task completion

35. Techsmith Camtasia Experience (flipped learning) CEFR Level: B1 task: giving an oral presentation about how to organize a party purpose: using order signals (first, next, then) to express an order of steps

36. Techsmith Camtasia Experience (flipped learning) at home students watch the video that I prepared using Camtasia and get the necessary content

37. Techsmith Camtasia Experience (flipped learning) and in class they prepare their oral presentations (usually group work) and deliver them before class and the class starts sharing their opinons about the presentations

38. FORMATIVE EXPERIENCE BEING A FORMATIVE EDUCATOR
For almost a year in my EFL classes at Yeditepe University Prep School of English

39. EFL WRITING WITH FORMATIVE
Sign up as a teacher
Create your class
Enroll your students
Prepare a writing task
Assign it to your class
Give your students instant feedback
Give a score out of 10

40. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 1
Sign up as a TEACHER

41. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 1
different options to sign up

42. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 2
Create your class

43. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 2
Give your class a name

44. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 2
See your class on the screen

45. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 3
Enroll your students in your class

46. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 3
This is my favourite way…

47. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 3
As your students enter the class code and join the class, it looks like this..

48. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 4
Prepare a writing task

49. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 4
Prepare a writing task

50. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 4
Type your writing task question in the Short Answer box

51. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 4
Type your writing task question in the Short Answer box

52. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 5
Assign the task to your class

53. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 5
Find your class and turn the key to green

54. EFL WRITING WITH FORMATIVE
Your students will see the task in their class like this.
The students will click on the task, write their paragraph and submit it to you.

55. EFL WRITING WITH FORMATIVE
As your students write their paragraphs, they will pop up on your classroom dashboard.

56. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 6
Give your students instant feedback by clicking on a paragraph

57. EFL WRITING WITH FORMATIVE
Let’s MODIFY your writing tasks in class!
STEP 6
If you wish, you can also give it a score ranging from 0 (darkest red) to 10 (darkest green)

58. CONGRATS!
You have taken a significant step to become a 21st century teacher working in a digital age!
If you integrate it into your classroom, you can become a Formative Educator too!

59. Yes, sometimes we may feel like doing this it depends on how you use technology, for what purpose, in what setting and so on…

60. If properly followed and applied, you can enjoy each SAMR cup with your students in class.

61. And finally, remember that you teachers will always remain to be more important and valuable than any technologies! Dr. Justin Tarte says:

62. Our job can be very difficult, but not impossible. We can do it. Thanks.

63. References Anderson, L. W. , & Krathwohl, D. R. (2001)
References Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman. Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals. New York: Longmans, Green. Puentedura, R. R. (2016, June/July). The SAMR Model: Technological Integration into Higher Education. Retrieved from 

64. murat.turk@yeditepe.edu.tr @muratturkhoca