SAMR APPLICATION 1

Application of SAMR in a Specific Lesson

Student’s name

Institution affiliation
SAMR APPLICATION 2

Application of SAMR in a Specific Lesson

Integrating technology into the curriculum for lower grade levels is a crucial step in

preparing students for the modern world. At these foundational stages of education,

technology serves not only as a tool for learning but also as a means to engage and motivate

young learners. By incorporating technology into the curriculum, educators can create

dynamic and interactive learning experiences that cater to the diverse needs and learning

styles of students.

One way technology enhances the curriculum is by providing access to a wealth of

resources and information that extends beyond the confines of traditional textbooks (Chung,

2007). With the internet and educational software, students can explore topics in depth,

conduct research, and access multimedia content such as videos, simulations, and interactive

games. This not only makes learning more engaging but also helps students develop digital

literacy skills that are essential in today's society. Technology allows for personalized

learning experiences tailored to individual student needs. Educational apps and programs can

adapt to students' skill levels and learning pace, providing targeted instruction and immediate

feedback. This level of customization helps ensure that each student receives the support they

need to succeed, regardless of their learning abilities or backgrounds.

Application of SAMR in a Specific Lesson

Grade Level: 2
Initial Standard: Friendship and Emotions
Explanation of the initial assignment without technology integration: students will read
stories on friendship and emotions and engage in role-playing activities where they act out
various social scenarios involving friendship and emotions.

SAMR Possible Technology that could be Integrated Additional

Standards that
could be addressed
integrating
technology
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Substitution At the substitution stage, technology serves as a Substitute traditional

direct substitute for traditional teaching methods teachings with
without significant functional improvement educational videos
(Wahyuni et al., 2020). Instead of traditional that explore themes
printed storybooks, we will use digital storybooks of friendship,
on tablets to introduce stories about friendship empathy, and
and emotions. Students will read along with the emotional
text, listen to audio narration, and view interactive intelligence. Create
illustrations. videos that feature
real-life scenarios or
animated stories to
engage students in
learning
Augmentation Students will use online quiz platforms apps to Demonstrate digital
augment classroom discussions about friendship citizenship standards
and emotions. They will participate in interactive by practicing
quizzes and surveys to reflect on their own responsible online
emotions, share insights about friendship behavior, respecting
dynamics, and engage in self-assessment the privacy and
activities. rights of others, and
fostering positive
digital relationships
in virtual learning
environments
Modification Modification activities encourage students to Identify some of the
engage in higher-order thinking skills such as important factors
analysis, synthesis, and evaluation. Students will needed for lasting
explore virtual environments that simulate diverse friendship?
social situations and practice empathy-building
skills by interacting with virtual characters and
navigating complex social dynamics.
Redefinition Redefine classroom learning experiences by Share personal
connecting students with peers from around the narratives about
world through online communication tools and social issues related
collaborative platforms. facilitate virtual to friendship and
exchanges and cultural interactions that allow emotions to inspire
students to learn about friendship customs, others
emotional expressions, and social norms in
different cultures, fostering a deeper
understanding of diversity and global citizenship.

The technology choice adopted was based on some factors including grade level and

developmental stage, educational content and alignment, and accessibility of the technology

resources. Availability of technological resources (tools) is one of the most significant factor

in technology integration (Atkins et al., 2021). Consideration was given to the accessibility of
SAMR APPLICATION 4

technology resources for all students, including those with diverse learning needs and limited

access to technology outside the classroom. The technology choices were tailored to grade 2

students, considering their cognitive development, attention span, and ability to interact with

digital devices. The selected technologies provided educational content that aligned with

learning objectives related to friendship and emotions.

Digital storybooks serve as an excellent substitution for traditional printed storybooks

because they offer additional features that can enhance the storytelling experience. Grade 2

students are already familiar with books, so transitioning to digital storybooks is a natural

progression. The interactive elements, such as animations and audio narration, can capture

students' attention and deepen their understanding of emotional themes in stories. Interactive

storytelling apps provide an augmented experience compared to digital storybooks by

offering more interactive features. The choice of interactive storytelling apps aligns with the

developmental stage of grade 2 students, who thrive on hands-on and multisensory learning

experiences.

Exploring virtual environments provide immersive experiences that allow students to

interact with virtual friends and social situation that offer opportunities for sensory

engagement. These experiences stimulate curiosity and foster a sense of wonder, encouraging

students to explore and investigate the natural world from different perspectives. The choice

of technology at each stage of the SAMR model is guided by the goal of enhancing student

engagement, fostering creativity, and promoting deeper understanding of the complex topics

of friendship and emotions.

Colleague’s Feedback

Eric’s response
SAMR APPLICATION 5

"I find the breakdown of technology choices at each SAMR level really insightful. Using

digital story creation platforms for students to express themselves creatively makes a lot of

sense."

Janet’s Concerns

“While VR sounds fascinating, I'm a bit worried about the practical aspects. How would we

manage access to equipment, and what about potential issues like motion sickness among

students?"

Addressing Concerns and Future Plans

To address my colleague's concerns about the practical implementation of VR

experiences, I listened attentively and acknowledged their valid points regarding logistical

challenges and potential issues such as motion sickness. I empathized with their perspective

and emphasized the importance of considering practicalities when exploring innovative

teaching methods. By engaging in a constructive dialogue and validating their concerns, I

aimed to foster a collaborative approach to problem-solving and decision-making.

Reflecting on the integration of technology, there are several aspects I would consider

approaching differently. I would prioritize understanding my colleague's concerns and

reservations about integrating certain technologies, such as virtual reality (VR), from the

outset. By actively listening to their perspective and addressing potential barriers upfront, I

could better tailor the discussion to alleviate concerns and foster a more collaborative

approach to technology integration.

Before integrating technology into lesson plans, I would ensure a clear understanding

of the learning objectives and desired outcomes. By aligning technology use with specific

learning goals, educators can optimize the effectiveness of technology integration and

enhance student engagement and understanding of the content. Recognizing that technology
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integration requires ongoing support and professional development, I would prioritize

providing educators with the necessary training, resources, and mentorship opportunities to

enhance their confidence and competence in leveraging technology effectively in the

classroom.
SAMR APPLICATION 7

References

Atkins, H. S., Gillespie, N., & Higdon, K. (2021). Creating a Culture of

Investigation. Leading in the Digital Environment: Being a Change Agent

Chung, J. H. (2007). Integrating technology into the classroom. NY: Center for Teaching

Excellence, United States Military Academy, West Point. Retrieved from http://www.

podnetwork. org.

https://www.westpoint.edu/sites/default/files/inline-images/centers_research/

center_for_teching_excellence/PDFs/mtp_project_papers/Chung_07.pdf

Wahyuni, S., Mujiyanto, J., Rukmini, D., & Fitriati, S. W. (2020, June). Teachers’

technology integration into English instructions: SAMR model. In International

Conference on Science and Education and Technology (ISET 2019) (pp. 546-550).

Atlantis Press. https://www.atlantis-press.com/proceedings/iset-19/125941408