SAMR Model Vs. SECTIONS model (EDCI 337)

SAMR model is a guide that teachers use to evaluate how they are incorporating technology in their classes. There are 4 steps in the ladder, redefinition and modification are used to transform learning, while steps argumentation and substitution are used to evaluate learning. In order to grow teachers’ multimedia presence, teachers should aim at providing instruction and lessons above the “line”, where transformation happens. In other words, if the addition of multimedia in education does more than substitute other forms of technology, and rather allows students additional benefits, the classroom is transforming.

The diagram below is an illustration of the SAMR model.

In comparison, the SECTIONS model is used to evaluate the strengthens and weaknesses of multimedia tools within education. This model allows teachers to critically analyze what multimedia tools are appropriate for meeting each students learning outcomes. Each letter of SECTIONS– students, ease of use, costs, teaching functions, interaction, organizational use, networking, and or security and privacy– is an idea associated with helping teachers measure. Therefore, teachers are able to read and evaluate their tools effectively to help the students reach their full potential.

References:

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its Use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y

H. L. (2017). SAMR Model: A Practical Guide for EdTech Integration. Schoology Exchange. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Sarah. (2015, October 4). The SECTIONS Model. https://www.youtube.com/watch?v=cwmo2NLBbkU&t=62s