The SAMR Model

The SAMR model was created by Rubén Puentedura in the late 80’s in order to determine what types of technology use would have greater or lesser effects upon student learning.

In this model there are 4 levels: S (Substitution), A (Argumentation), M (Modification) and R (Redefinition).

In the Substitution level, technology is used to perform tasks similar to the ones done without using technology.

In the Argumentation level, technology acts as a substitute for a tool, but doing some improvements that weren’t present in that tool.

In the Modification level, the use of technology will redesign significantly the task you are carrying on with your students. Here, common classroom tasks are being accomplished through the use of technology, incorporating tools such as, email, blogs, and social software among others.

In the Redefinition level, technology is used to create new tasks that have been previously inconceivable without using technology. In this level is where you see the most remarkable improvements in your students’ performance.

In my opinion, I am in the Argumentation level. I’m working as a freelance teacher and I don’t have many students right now, but whenever I can, I try to use technology with them; for instance, I usually send students links to do exercises online, to practice for tests or to revise contents. This is very useful because I get feedback from students immediately. Above all, I think that they enjoy using technology, especially when it comes to learning through online games.

Avatars in the English Classroom

First of all, I want to say that this is the first time I’ve created an avatar, and it was fun to do it.

Using avatars with our students could be an interesting way of introducing vocabulary related to the body, clothes and accessories. I think that students would have an enjoyable time creating avatars, and this would probably help them to remember specific vocabulary.

Avatars can also be used in a guessing game. This would be appropriate for an oral activity. The idea is that all students exchange their avatars, and then their classmates have to make questions while trying to guess whose avatar the other student has chosen.

Finally, avatars may be useful for creative writing. The teacher could provide the students with a picture of an avatar, and then they have to write a story, paying special attention to the description of the avatar.

Here is my Avatar...