ICT Resources Statement

ICT that enhances and transforms learning is important to incorporate into the classroom as
ICT skills are invaluable in our increasingly technological society (Marsh, Clarke & Pittaway,
2014). The SAMR model provides an outline that can be used to identify activities that come
under each of four categories – substitution, augmentation, modification and redefinition
(Romrell, Kidder & Wood, 2014)).
I have chosen to use QR codes in my lessons. Simply scanning a code allows students to get
straight on task without having to type in a URL and students are immediately directed to
websites approved by the teacher. This would be an example of augmentation, as it is a
substitute for typing in a URL, with functional improvements (Romrell et al., 2014).
Popplet is a mind mapping iPad app that encourages collaborative learning. Students are all
able to add notes to the same virtual mind map and their contribution will appear labelled
with their name, allowing the teacher to see who is contributing to the group task.
Collaborative mind mapping is an example of redefinition as the technology allows the
completion of a task which could not be done without the technology (Romrell et al., 2014).
Seesaw is a digital portfolio tool that I have chosen to utilise throughout my lessons. Seesaw
allows students to share their work so the teacher, other students, and even parents, can see
what they have achieved. The Seesaw app creates a digital learning community and increases
students’ accountability for their learning. This is another example of redefinition as a digital
classroom community could not exist without the use of Seesaw or a similar application.
The ICT I have chosen to base the final creative project (a news report) on is iMovie. iMovie
is an example of modification as it allows students to combine audio, video and text to create
a news report - compared to simply filming using a camera, the activity is significantly
redesigned.
ICT Resources Statement

References

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.).
Melbourne, Vic: Pearson Australia.

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating

mlearning. Journal of Asynchronous Learning Networks, 18(2), 79. Retrieved from

http://web.b.ebscohost.com.ipacez.nd.edu.au/ehost/detail/detail?vid=0&sid=d246ff

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