by Kathy Schrock
"I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). A visual to illustrate that follows.
"Educators will argue they have seen redefinition tasks that only target the remembering level or have a creative assessment that is only at the augmentation level. Of course that is true, but I believe we should be planning for technology tasks, activities, and assessments that include both the higher levels of Bloom's Revised Taxonomy and the transformation area of SAMR model."
Jim Lerman's insight:
SAMR (Substitution, Augmentation, Modification, and Redefinition) is gaining a great deal of attention currently as a way to conceptualize technology integration into teaching and learning. Schrock, one of the web's early and greatest collectors and curators, has gathered a cornucopia of excellent resources.
I personally find SAMR to bear considerable resemblance to the original 5 levels of tech integration posited by the Apple Classrooms of Tomorrow (ACOT) project back in the 1980's: Entry, Adoption, Adaptation, Appropriation, Invention. In fact, if one eliminates the first stage (Entry), the two frameworks seem almost identical. Does anyone have anything they'd like to say about this?