The SAMR model:
Substitution:
In a literature analysis course, the usage of collaborative online whiteboard technology (such as Miro or Google Jamboard) for real-time brainstorming and group discussions falls under the "Substitution" stage. In this case, the technology tool replaces conventional techniques of brainstorming and discussion, although in a digital format. Students are essentially performing the same tasks they would have performed with pen and paper, but digitally, which does not change the essence of the task but moves it into a digital arena.
Augmentation, Modification, and Redefinition:
Augmentation:
To improve the experience of using the technology tool, one could incorporate more capabilities within the online whiteboard application. Integrating multimedia components such as audio clips, movies, or hyperlinks into the board, for example, could improve students' comprehension and study of the book.
Modification:
Modifying the tool's use may include reorganizing how students collaborate. Instead of simply analyzing the text, students could engage in cross-disciplinary study by immediately projecting facts from historical settings or scientific references onto the board, expanding the field of discussion beyond the literary features.
Redefinition:
This level denotes a significant shift in the learning experience. Redefining the usage of the technological tool could entail utilizing AI functions within the online whiteboard to auto-summarize talks, do sentiment analysis on shared ideas, and build visual representations or mind maps depending on student input. This revolution would go beyond what traditional approaches could accomplish, drastically altering how pupils connect with one another and receive knowledge.
