This video is part of a series on Applying Cognitive Psychology to Enhance Educational Practice that you will find on the Bjork Learning and Forgetting Lab – https://bjorklab.psych.ucla.edu/research/
I have been working on finding ways to use technology to enhance learning since the early 1990’s so when I read the Students, Computers and Learning Making the Connection research report from the Organization for Economic Cooperation and Development (OCED) I was disappointed and also encouraged.
Disappointed – It Isn’t Working
After so many decades of working toward getting computers and related technology into our classrooms and school systems it is disappointing to see the research that shows:
Overall, the evidence from PISA, as well as from more rigorously designed evaluations, suggest that solely increasing access to computers for students, at home or at school, is unlikely to result in significant improvements in education outcomes. Furthermore, both PISA and the research evidence concur on the finding that the positive effects of computer use are specific-limited to certain outcomes, and to certain uses of computers. (OECD, 2015 p. 163)
While the report confirms that we have solved the acquisition problem of getting technology into our student’s classrooms it also reveals that:
…students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics (OECD 2015, p. 5).
The report’s authors admit that there are many questions that the report has left unanswered but perhaps the following statement may point to the core of the problem that we are seeing when we use technology in the wrong way:
If students use smartphones to copy and paste prefabricated answers into questions, it is unlikely to help them become smarter. If we want students to become smarter then a smartphone, we need to think harder about the pedagogies we are using to teach them. Technology can amplify great teaching but great technology cannot replace poor teaching (p. 6).
I was initially planning to cut the quote after “…pedagogies we are using” because I get annoyed with authors who are quick to blame teachers for the challenges we are facing in using technology to enhance learning. Most teachers are working tirelessly to improve their student’s lives but because they are mired in a system based on 19th & 20th-century practices when they add 21st-century technology to the mix it is no better than bolting a jet engine to a horse cart (Papert, 1993). Perhaps more troubling is that we are still using the 19th-century Thorndikian information transfer model and the recipe and regurgitation of information through a steady diet of standardized curriculum and testing. It doesn’t matter how much technology you add to this mix if you are using a digital worksheet, form, or test you are still simply asking your learner to regurgitate information.
We have known for a very long time that just adding technology to the classroom does not have any significant impact on learning. In the early 1990’s Thomas Russell and several other researchers pointed to the results of a meta-analysis of the research into technology use in distance education and found that there is no difference between technology-based instruction or classroom instruction (1999).
This no significant difference phenomenon is found in study after study. For example, in 1998 the ETS reported a negligible positive relationship between computer use and National Assessment of Educational Progress (NAEP) scores in math for 4th graders and a slightly more positive result for 8th graders (Wenglinsky, 1998). A more expansive multi-year study that involved hundreds of schools and thousands of students by the U.S. Department of Education (Dynarski, et al., 2007) found that “test scores were not significantly higher in classrooms using selected reading and mathematics software products” (p. xiii).
The research over the years confirms that substituting, augmenting or replacing (i.e. SAMR model) passive information transfer paper-based models with digital models of instruction does not improve the learning. Researchers like Hattie (2008) and Fullan (2015) have shown that focusing on the technology as a way to bring about change in the learning environment will not work – the focus needs to be on building the learning first and then using technology to enhance the learning.
What will work?
So if bolting technology onto our antiquated classroom and augmenting the 19th-century information transfer model of standardized curriculum and testing doesn’t work than what does? According to the OECD (2015) report:
Technology can support new pedagogies that focus on learners as active participants with tools for inquiry-based pedagogies and collaborative workspaces. For example, technology can enhance experiential learning, foster project-based and inquiry-based learning pedagogies, facilitate hands-on activities and cooperative learning (p. 6)
The OECD (2015) report also pointed to John Hattie’s research into what contributes to student achievement and confirms that:
Computers were more effective when they are used to extend study time and practice, used to give students control over the learning situation (pacing of material) and when used to support collaborative learning (p. 163).
So this finally leads me to explain why I am encouraged by the OECD report. When we look at the recommendations in the report like active learning, hands-on experience, student control and project-based learning it just confirms that giving learners choice, ownership, and voice through at authentic learning opportunities or what we have labeled the COVA approach can actually make a difference.
If we focus first on creating a significant learning environment in which we give our learners choice, ownership, and voice through at authentic learning opportunities then when we add technology to help with creation, communication, and collaboration we will be able to make a greater difference in our learner’s lives.
Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., … Sussex, W. (2007). Effectiveness of reading and mathematics software products findings from the first student cohort: report (p. 140). Washington, D.C.: U.S. Department of Education, Institute of Education Sciences,. Retrieved from https://ies.ed.gov/ncee/pdf/20074005.pdf
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
OECD (2015), Students, Computers and Learning: Making the Connection, OECD Publishing, Paris.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. Basic books.
Ruiz-Primo MA, Briggs D, Iverson H, Talbot R, Shepard LA. Impact of undergraduate science course innovations on learning. Science. 2011;331:1269–1270.
Russell, T. L. (1999). The no significant difference phenomenon: A comparative research annotated bibliography on technology for distance education: As reported in 355 research reports, summaries and papers. North Carolina State University.
Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, New Jersey: ETS Policy Information Center. Retrieved from https://www.ets.org/Media/Research/pdf/PICTECHNOLOG.pdf
The four-stage Substitution, Augmentation, Modification, and Redefinition (SAMR) model introduced by Rueben Puentedura back in mid-2000 has not only grown in popularity there are people building upon this its unsubstantiated foundation. The SAMR model was initially intended to help K-12 teachers move the up the ladder of technology use by using tech for the creation of new tasks, tech for a significant redesign, tech as a direct substitute with functional improvement, and tech as a direct substitute, with no functional change. SAMR not only looks like an innocuous model of using technology it also seems to appeal to the way many people tend to approach the use of technology. If we look closely at the fundamental presupposition of its use then we will see that there are serious issues in how the model can enhance learning.
The first time I was introduced to the SAMR model was over a decade ago and I recall thinking that this model has a fundamental flaw that many people will tend to overlook. While using technology to simply make an activity or task more efficient or to explore ways to enhance or even redefine that activity or task may seem innocuous or even worthwhile the problem that we run into with this sort of thinking is that we are ignoring the validity of the original task that SAMR is being applied to. For example if you use SAMR to move your paper-based fill in the black worksheet to a digital model (substitution) and then add some branching questions in a google form (augmentation) and then add enabled voice responses (modification) and finally allow your class to create a video to answer the questions (redefinition) the problem is you are still asking your students to regurgitate content regardless how sophisticated the regurgitation becomes. I have also noticed in my time working with hundreds of teachers and faculty that there is a tendency for most people to NOT move beyond the substitution or argumentation level. This means many well-intentioned instructors are not heading Seymour Papert’s warning and are falling into the trap of bolting a jet engine onto a horse cart.
I agree that we should be using technology to become more administratively efficient and to help the guide our learners but we should be using technology to go well beyond the original teaching task and use technology to enhance the learning not just use technology to enhance the use of technology. I am not alone in this thinking. The following articles and sites point to many of the same concerns that I have and develop several others. Another major concern is that the SAMR model has not been well researched as you can see from one of few articles that looks at the model itself.
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.
Like the title indicates the article offers criticism of the SAMR model and recommendations for how it can be used effectively. This article can be downloaded from any academic library.
SAMR: A model without evidence – https://charlielove.org/?p=10025
A very fair assessment of the SAMR model that points to several related sources.
A Critical Review of Puentedura’s SAMR – http://www.e-ohagan.com/a-critical-review-of-puenteduras-samr/
Another fair assessment that points to the lack of evidence for SAMR and for the general lack of evidence that many edtech advocates fail to use to support their claims.
Through The Looking Glass by Lucy Santos Green – http://www.lucysantosgreen.com/uploads/6/8/3/3/6833178/through_the_looking_glass.pdf
A fair assessment of the SAMR and TPACK models and recommendations on how they can be used more appropriately.