Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 159

Lynch, Smith, Howarth
covering the same topic, producing the same output, except that they have used modern technology. Of
course, the students have added advantages with these two examples; writing is easily edited with standard
word processing tools, whilst manipulation of the data can be performed by the built-in data function and
students have the advantage of not being restricted to limited school library resources.
Stage 2 Augmentation: Teachers ask the students to incorporate specific tasks into their learning that add
content to the topics they are studying; for example, use the word processor’s ‘insert’ function to include
pictures in the story or insert sound effects; have the Database create charts or various graphs as part of the
science presentation; or set an internet Webquest that the student has to visit and complete. This moves the
teachers’ use of technology from the simple substitution of content to a part of the lesson that cannot be
completed without the use of technology. The difference in the augmentation stage is that there is both
function and content improvement in the task undertaken
These two steps (CF p158)of the SAMR model are conflated in the Enhancement Stage, where the lesson
becomes more engaging for the students because the teacher has a learning curve they can safely negotiate
and the students can build skills using the tools they use in their social networks. The final two steps (3&4)
on the SAMR ladder are referred to as the Transformation Stage. In this section the specific tasks are
redesigned to incorporate technology as a core element of the lesson, and the task fundamentally changes
to incorporate more of the syllabus outcomes and the curriculum aims.
Stage 3 Modification: Teachers take the lesson’s concept back to the drawing board. So acknowledging
the improvement in the student learning and achievement that were made in stage 2, a realisation that if the
task, itself, can be redefined with ICT from the start, students’ learning gains additional benefits. The story-
writing task from Stage 1 could be turned into a recorded story aimed at a set group, (e.g. a Year 10 class
recording stories for a Year 2 class at a local primary school.) These records could be purely audio or full
video re-enactments of the story. Consider the educational transformations that have taken place here. The
basic task is the same: students have to write a story, and then turn it into a script (recognition of text types),
the story has then got to be recorded (oral objectives) or even acted out for videoing (drama and
performance) and, finally, an audience provided to appreciate the student’s work. The same type of
redefinition of a science task could take place, by turning the exercise into documentary-type video with
students working in teams to prove a theory.
Stage 4 Redefinition: Teachers redefine the task that students undertake incorporating tasks that the ICT
has made possible. For instance they can now write an online story in a wiki with a group of students from
around the country that the students have discovered on a story telling site; hold an online Skype session to
decide the plot line; collaborate on writing the start of the story, but produce their own story ending; publish
that story on line and ask readers to critique what they read; and as a group, meet up again and discuss the
results. As with Stage 3 the outcomes from this task are vastly superior to where the lesson started in Stage
1. The student has a far more engaging task, the teacher a wider range of achievable Syllabus outcomes and
hopefully both parties have a more engaging and fulfilling educational experience.
The SAMR model allows teachers to introduce ICT into their classroom whilst they are within their comfort
zones. Obviously as the teacher’s knowledge expands and they feel more and more confident in the
substitution stage they can risk going outside of the comfort zone and tackle the next stage. The teacher sets
the pace and develops skills as they are ready and feel able to progress.
159