A few months ago, I wrote a blog post titled: “Enhancement-Automating-Transforming-Informating“, where I fused two models, the SARM model by Ruben Puentedura and Alan November’s Automating vs Informating model.
It made sense to me that Puentedura’s Substitution and Augmentation stage was part of November’s Automating phase and that the Modification and Redefinition belonged to the Informating phase.
But, I feel that there is a third phase beyond the Transformative phase, that I am calling “Amplification”. Now, one can argue that the opportunity to “amplify is part of the “Redefinition” stage, since as it is defined by Puentedura (…to be able to create a task, that was not possible before, without technology), but I am arguing that goes further and deserves to be it’s own phase.
The Free Dictionary defines the verb “amplify” as:
1. To make larger or more powerful; increase.2. To add to, as by illustrations; make complete.3. To exaggerate.4. To produce amplification of…
Let’s take the example of a book report, that students have been asked to produce around the world in most school systems, at many different grade levels.
The classical book report/review (before technology) asked students to read the book and then write a review, a factual summary, interpretation or recommendation about that book. Traditionally, students used a pencil, pen or fountain pen (as I did growing up in Germany) and handed it in to the teacher, who would read it, mark mistakes (spelling/grammar), point out possible omissions, grade it and then hand it back.
Let’s enter the Substitution Stage (part of the Automating phase):
Instead of having to handwrite the report, teachers are “allowing” the report to be typed up and printed out before “handing” in the assignment. The teacher will then read it, mark mistakes (spelling/grammar), point out possible omissions, grade it and then hand it back to the students.
Using the computer to type substituted (automated) the task of writing the report by hand. There was no functional change (as Puentedura defines the stage). Students went through the same cognitive process as they were producing the report.
Moving on to the Augmentation Stage (still part of the Automating phase), when technology substitutes a traditional task, but adds functional improvement.
The student types the assigned book report and instead of printing it out and handing it in to the teacher the following school day, the student uses Google Docs to “share” the file with her teacher. The teacher then makes suggestions via comments on the file. The student goes over teacher’s suggestions and edits the same document before a given deadline, when teacher looks at the final edit before grading the report.
In this scenario, the process of thinking as the student was producing the book report did not change. Technology allowed to share the assignment vs. handing it it, which added functionality to the process.
Now we are heading into the Informating phase by entering the Modification stage. During the Modification stage, the task itself gets redesigned. By “elevating” a task to the Informating phase, according to Alan November, we need to “think about information systems, whole systems of the flow of information and communication”.
The teacher modifies the original task of writing about a book to go beyond paraphrasing and expanding the summary of the book sleeve. She asks her students to include for example research about the author, historic events during the authors writing of the book, timelines, connections to other author’s of the same genre or same topic. The teacher encourages students to go beyond the traditional “research” sources, such as other books, newspaper articles or journals and venture into sources such as Twitter, YouTube, Delicious, blogs, Shelfari, etc. Students create a book report comparing and contrasting multiple points of view of the book.
This example shows how the task evolved from purely automating to informating. From using technology to purely doing the same thing that was previously done with a paper and a pen. The teacher is teaching her students to take advantage of the tools in the information age, helping and guiding them to develop skills and information literacy.
The next stage, Redefintion, is also part of the Informating phase. During the Redefinition phase, technology allows for the creation of a new task, previously inconceivable.
The teacher decides that students should not be confined to produce a book report/review in one media (text) only. She chooses to give students the freedom to use different media to create a summary of their chosen book, express their own interpretation and possibly add a recommendation why or why not to read the book for a specific audience (ex. classmates). Students could create PowerPoints, podcasts, video trailers, multimedia posters, etc. Students prepare their “report” by researching, storyboarding and searching for or producing their own media to create the final product.
In the above scenario, students are learning to express themselves and to communicate through different media. The task of thinking about a book and writing (in text) about the author, setting, characters, plot, etc., has been redesigned to include different media with its different forms of expressions and different audiences. Without the use of technology, this task wold not have been possible.
This brings us to the Amplification stage.
The book report has been created, it is in some shape or form in a digital format. So far the audience for the student’s work is an audience of one (the teacher), possibly the audience grows after the completion of the assignment to include the student’s parents or if the teacher chooses to have students present their report in front of the class.
What if the teacher specifically chooses to amplify her students work even further? What are the implication of this choice? Last year, I wrote a post about A Wordwide Audience for Six Year Olds?, contemplating these questions. Does an audience for their work matter to students? How can a teacher deliberately integrate “amplification” into her teaching? Also, take a look at one of my previous posts “Framing a Skype Learning Experience“or “CSI-Twitter” where an amplification played a significant role in the learning outcome for students.
I believe that there are different degrees of amplification and that ALL teachers can amplify in some shape or form. It does not need to be on a massive scale, nor global scale… (yet…). Teachers need to be aware that through technology it is possible though to amplify their students’ work and learning experience and create learning opportunities that without these amplifications would not have been possible before.
Amplification Degrees:
- Share student work with the entire class
- Connect and share your student work with other classes in your grade level/building/school
- Place your student work on a classroom website (not password protected)
- Tweet the link to your students’ work out to your PLN to increase traffic to thee site
- Connect to peers, experts and eye witnesses from around the world
- Become a curator by organizing, tagging, categorizing your students’ work to share online
As we are amplifying our students’ work, we are exposing to and modeling for our students new literacies, such as network and global literacy. They are learning and creating (highest level of Bloom’s Taxonomy’s Thinking) with an authentic, global audience in mind.
As you look at the various Amplification Degrees above, what could you add/insert/delete? Help me amplify my learning, by adding your thoughts, resources, and experiences to my own work.
Silvia – this is absolutely brilliant and it takes us onto the next level which is so important in today’s connected world. My thinking was also moving in that direction but you have put my ideas into words. It’s fabulous and now gives our teachers who are already familiar with the SAMR model another goal to work towards for next year. Thank you so much for sharing this! Maggie
Silvia, this is exactly where I’m headed with our class set of iPods…and now iPads! I read Alan November’s book and was describing this process to my principal. You’ve done a super job describing the process and will be sharing this post with my colleagues and principal! Thank you! Kristin
I occasionally use Glogster, but it would be worth my effort to incorporate it more frequently and encourage students to message within the tool.
I would like to use Twitter in the classroom.
I think that continuing to provide teachers with the support and encouragement to move from one phase to another is important. It is so easy to get stuck in our ways, and to not want to change a lesson over the years. Technology departments who encourage teachers to step outside their comfort zones are key to this continued growth.
I think that amplification is a great way to take our curriculum and make it so that it connects the students to the world and within a greater context. It will certainly broaden their horizons!
LOVE the idea in redefinition of allowing children to choose the mode in which to “report” learning! What a way to empower the learner!
I am finding all these new ways to utlilize technology and connect globally connect my students. I implement some of these things in my classroom already but this builds on the the things I can do in a whole new way. Make me excited!
It makes students feel good just to see their work posted in the halls of our school. I can only imagine how they would feel if we ‘amplified’ their work and posted it globally!
My students are happier learners when they have choices. And, they almost always select the choice that includes technology! This says a lot to me about the way our society is trending.
I like the idea of the redefinition stage and allowing students to select how they are going to demonstrate their learning. As students, we know that all students can learn. We also know that students learn and express themselves differently. Giving students options to express their learning helps meet the unique needs of our learners.
Amplifying seems the way to go! Kindergarten students would love to see their work published online. It would be a neat way to display their work not only with immediate families but extending it to friends and relatives all around the world.
Students would love for their family members around the country to see their published work.
There are many levels adn ways to amplify and as a beginner in the technology area, it is nice to know you can start small and over time, with experience, can move to deeper levels. Publishing students work would seem to be an amazing motivator.
Students would enjoy seeing their published work as would family members and friends.
I like to employ amplifying techniques by using peer reviews and blogs that allow students to view and evaluate other students’ work. They like seeing the other students ideas and it reinforces that the amount of work and effort you put in yields a better product.
I can expand on my student/peer reviews by going outside my classroom and looking for other graphic design classrooms and partner with them in peer reviews. We could also skype with these classes and share cool projects or techniques. I would start of course within the country, then take the next step of expanding to global classrooms.
I have found so many great ideas on this learning path that I plan to implement immediately. I use Twitter in my personal life already and now I am going to make the jump to using it in the classroom. I also Skype with pen pals ( about an hour away from here) but I want to do this on a global level too. Plus I signed up for the Global Read Aloud in 2015! I like the idea of students being able to share their work and the various families seeing others’ work too!
I currently post student work in the classroom and hallway. It would be great to post it online as well to show parents and family the work they are doing in the classroom. I have also started assignments that direct students to areas they excel to show their understanding of materials. This allows for choices to complete end of unit projects.
After learning about PBLs in a recent inservice, my seniors are working on amplifying their literature circles research by sharing creative responses on Twitter, through Edublogs, and on Youtube. They are eager to receive authentic responses from not only their peers but also a global audience. Expanding their audience through this process of amplification has sparked their creativity!
Some projects I would like to amplify include ‘Greening the School’ and ‘Outdoor Courtyard Project’. My students would benefit from mentors they connect with online perhaps using Skype conferences. Also, their projects can be shared across the Internet to share ideas and to receive feedback from others globally.
This learning path has helped me understand how to implement technology in the classroom. I’m looking forward to using Skype for Global Reads and Twitter in the classroom.
Amplifying with technology is a great way to differentiate your curriculum and allow for student choice in the method of demonstrating their learning.
Thank you for the great visuals of the SAMR model and how amplification ties into, or extends beyond those ideas. I struggle with juggling these two concepts, technology use and creating global learners. Your visuals, as well as your book report example gave me a great place to begin.
I really think that amplifying our curriculum helps to tie it all in. We have the technology and now its time to really utilize it for what its worth. I would like to try using more googledocs, and twitter in my classroom.
The book report was a perfect example to help me transform my activities.
This is wonderful. Students today are very tech savvy and can easily adopt to the new way of sharing book reports. I love the idea of sharing through Google Docs then taking further steps by adding to what the students are asked to research. Even better is the idea of giving students the creative freedom to complete their assignment in the media of their choice.
My students love that they can learn from the IPad as well as in the classroom with instruction. It incorporates both ways of learning in one class and all students seem to be successful in some way.