The SAMR Model 

The SAMR model (2010) demonstrates the integration of technology in 4 stages: Substitution, Augmentation, Modification, and Redefinition. The model simplifies how technology can be integrated into a teachers practice and can be used to evaluate when best to use it as a tool to guide student learning. 

Reflecting on my own teaching practice and experience, I have used both substitution and augmentation. Instead of using a paper-based quiz for a year 9 Food Technology topic test, I previously opted for a technology-based quiz on the platform Kahoot. A key benefit to these online tools is immediate results for both students and teachers. This keeps students accountable for learning as they gain immediate feedback, unlike a paper-based quiz whereby students rely on teachers marking and grading their work, which can be timely. Another key benefit of using technology in this scenario is easy distribution of the task, as students can be mass assigned a quiz on other programs like google forms. Making this alteration also augmentation as it improves the functionality and ease of the assigned task (Marcovitz, D., & Janiszewski, N. (2015).

 

Blooms Taxonomy 

Bloom’s Taxonomy, as outlined by Anderson and Krathwohl (2001), offers a structured framework for developing learning objectives. It progresses from lower-order thinking skills such as; Remembering, Understanding, and Applying, to higher-order cognitive processes such as; Analysing, Evaluating, and Creating. At my current stage in teaching, I have offered students a range of tasks whereby they are asked to apply and show their understanding using technology in the form of nutritional research tasks. As an extension to this activity students where then asked to create an educational infographic on Canva about a nutrition related disorder. Students were required to apply their understanding on the nutrition topic and evaluate their infographic and detailed meal plan associated with task. Students were also encouraged to assess a range of credible sources throughout this research task to better support their findings.