16th May, 22
This week we focused on the SAMR model, developed by Ruben Puentedura as a means for including technology within education. As we discussed the model and its framework, I struggled to place it within my own pedagogy, and understanding, as it felt quite broad. After class I read through a few resources, in order to better understand how this fit into a music classroom and it made more sense. A lot of it aligned with my own personal philosophies and pedagogy, as Bauer describes using technology to create the most engaging and accessible music learning experience (nd.). Another website I read through used this helpful graphic, because while technology is already integral to most lessons, educators must continually question their own practice, to ensure the technology in use is enhancing and transforming the lesson.
“SAMR - Integrating Technology in Music.”
Below I've rephrased the explanations I've read on graphics and provided examples of how they could be used the context of learning about rhythm in a music classroom.
Substitution
Technology used to replace element of a task, no functional change between the two; ie. students downloading a notation worksheet.
Augmentation
Technology used to replace element of a task, with functional change; ie. students listen to a prerecorded rhythm dictation YouTube video.
Modification
Technology allows for a significant task redesign, ie. using 4Four.io to complete notation tasks.
Redefinition
Technology facilitates the creation of a new task, previously impossible without technology; ie. students use GarageBand to record MIDI percussion instruments.
Bauer, William I. “Music Learning and Technology.” Newdirectionsmsu, www.newdirectionsmsu.org/issue-1/bauer-music-learning-and-technology/.
“SAMR - Integrating Technology in Music.” Sites.google.com, sites.google.com/site/integratingtechnologyinmusic/incorporating-technology/samr. Accessed 1 June 2022.