“Just because we have the best hammer does not mean that every problem is a nail.”
Barack Obama
Earlier this week, Barack Obama addressed the first class to graduate from West Point since 9/11 that will probably not be sent into combat in Iraq or Afghanistan. These words from his speech bring Abraham Maslow’s famous hammer-and-nail quote into the 21st century geopolitical context and, in doing so, remind us all that just because you can do something, it doesn’t mean you should.
I have often referred to Ruben Puentedura’s model of technology integration in presentations and talks. It encapsulates very neatly how technology can be used to teach and learn in ways that would be impossible without it. The transformational aspect of technology use reigns at the top and the mere substitution sits at the bottom of this visual model.
However, I probably differ from most people who refer to Puentedura when I point out that his model also helps us understand when not to use technology. You see, many view the SAMR model as a road map, a stairway to technology integration heaven. You start at the bottom and you gradually climb upwards until you get to digital paradise.
I find this interpretation unhelpful because, in my view, any teacher that uses technology simply to substitute or slightly enhance existing practices may not be using technology effectively. In fact, they may be using technology when they ought not to.
Consider this question. If you wanted your students to practise hand-writing, which of these tools would you like them to use?
In this situation, the iPad and stylus may appeal as the most advanced tool. Both teacher and student might be tempted to pick the iPad because it can do other things as well. But remember the task – to practise hand-writing – is the iPad really the best option? The answer is no. Paper and pen are much better suited to the task of hand-writing and therefore ought to be used above all the others. From this perspective, there is no need to redesign the task to fit the technology, as existing practice already does the best job.
In my view, we should continue to see the SAMR model as a very valuable framework that allows teachers to understand the true value of technology integration, which is the design and development of new ways to teach and learn that were “previously inconceivable”.
Using digital technology merely as a functional substitute for something that clearly does not require its use only helps to fuel the claims of those opposed to the use of technology in schools that technology does not add value to learning. So, I encourage you to take a second look at SAMR and think like no-one has thought before.
I teach handwriting from Primary to Secondary and the IPad enhances my teaching and is another tool to use. I have raised lined paper, letter shapes where you use marbles to show the direction, special pens, grips, boards with string attached, the lot. I even use chalk and watering cans for direction, play dough and liquorice laces (healthy ones of course). The three things I use most though? Little whiteboard, paper and my iPad. Of course it doesn’t replace pen and paper but there are many things you can do on an iPad to help a student learn handwriting. Letter formation and direction for instance – using a free app such as Paint Sparkle; it allows the student to go over the same letter many times in different colours – it is a substitution task to a certain extent as we’ve always done this with paper and pens but it disappears, makes noises and shapes. There are some excellent letter writing apps such as Hairy Letters for young ones and Dexteria for older students. I also use ShowMe to get the students making videos of how to write in cursive, talking it through while forming the letters on lined paper from Good Notes. This can then be shown to other students as a teaching video – A sort of 1:1 flipping. There are lots of ways the iPad can help with handwriting and, in my opinion should not be dismissed.
Hi Jules,
Thank you for your thoughtful comment. You are, of course, right. The iPad can help in addition to other tools. I am certainly not dismissing it, simply suggesting it should be used when appropriate, as, I think, you are.
Having spent the last year preparing our school for a 1:1 iPad programme, one of the most challenging aspects has been steering colleagues and students away from thinking the iPad will become the only tool. Many of us seem to naturally polarise our thinking – this has led to many conversations in which I try to make colleagues and students think beyond the either/or paradigm. Even with all its transformative potential, the iPad remains another tool at our disposal, to be use discerningly and judiciously.
As a linguist, I’ve always thought that the language we use can limit the extent of our thinking (not an original thought, Wittgenstein got there first). In models such as Puentedura’s or Mandinach and Cline’s, we speak of substitution and survival. I wonder therefore whether we can come up with a model that enshrines the concept of addition and development, rather than substitution and survival. Perhaps a job for this summer!
Yes you’re absolutely right, it’s a tool in my kit – albeit one I would not be without.
I like the idea of a more nuanced model – will have a think.
Polarising views are a problem – it isn’t either/or more what/when.
I still advise some students to use a laptop with Assistive technology rather than an iPad – for some it’s more enabling. For one student we are eagerly awaiting a Livescribe pen as he likes to handwrite but needs the to keep synced notes and hand in typed essays. As with most things educational, it is identifying need first then deciding ‘best fit’ strategy.
Insightful comment José. SAMR has been a really useful way of framing the discussion about technology integration in the classroom and made teachers lift their expectations of what tools like the iPad can bring to the business of teaching and learning but I agree – the ‘when tech is not best’ comment is a vital point. Just because I can ‘strum’ the iPad screen and make a perfect guitar sound doesn’t mean I don’t want to learn to play the guitar! It may, however, teach me enough to know that I want to learn the guitar!
Sorry for not taking the time to comment directly on your blog rather then leaving a comment on Ewan’s Facebook status. I was reading from my iPad and find commenting from iOS tedious.
As you can see from a recent blog post of my own http://allanahk.edublogs.org/2014/06/20/the-right-tool-for-the-job/ I think we should use the right tool for the job. I would suggest that an iPad could well be useful tool for teaching handwriting. When I say handwriting I mean printing- letter formation- not joined up writing that I see people teaching overseas (I’m in New Zealand). I agree that teaching joined up writing is a total waste of time unless you want to teach it as more of a calligraphy type of thing- not using valuable class time.
Vignette three in this publication shares how I would use an iPad to support learning children’s learning how to print legibly.
http://www.otago.ac.nz/cdelt/otago065355.pdf