Models & Frameworks of Digital Technology
SAMR Model & Bloom's Digital Taxonomy
Where I think I have largely operated with technology in the classroom to date. Am I at the "S" stage of SAMR, or "R"? Using the Blooms model, am I at the "describe" level, or "create"?
SAMR Model of Technology Integration
In the classroom to date, I have primarily operated at the Augmentation level of the SAMR model due to limited access to technologies in the classroom. When technologies are available and learning goals allow, I book computer labs and use augmentation to adapt current unit and task requirements to suit a digital environment. However, I now have permission to trial the Book Creator App in my classroom. As a result, in term 3, 2026 I will modify and redefine student workbooks in the App to create both formative and summative assessment tasks for my Yr9 English class.
Bloom's Digital Taxonomy
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Describe a class you took and why you think it is at the level on each of the diagrams.
Class: Yr9 English
Unit: Movie Review
Lesson Outline:
· Students have prepared speeches on paper in the classroom. They now have three lessons in the computer lab to create a multimodal presentation that must include a video or audio recording of their speech and visual elements.
· Students will begin the lesson with a Kaboodle Quiz that will test their knowledge of literary techniques, figurative language, cinematography and representation.
· Students will spend the remainder the lesson preparing a multi-modal presentation that answers the question Should the Australian Movie Red Dog be Included in the Archives of Great Australian Movies? In their speech and multimodal presentation students are required to analyse the use of cinematography and their effect on the audience; and how the movie represents Australian culture, people and landscapes.
· The last 15 minutes of the lesson will be spent researching speaking and presentation techniques and completing a set of questions and prompts to assist in the preparation and presentation of their multimodal presentations.
SMAR Model: The set task for this lesson of preparing a multimodal presentation sits at the Modification level of the SAMR Model. This is because traditional assessment tasks that required students to prepare and present an oral presentation have been redesigned. The newly designed task requires students to design, draft, prepare and present a multimodal presentation within a digital environment. PREVIOUS KNOWLEDGE. The task through Modification has also been Redefined because elements can be included in the modified task that are not possible without digital technologies such as video and audio recordings embedded in PowerPoint presentations that are then converted to video. presentations
The opening and closing tasks are where redefinition of tasks is made possible through digital technologies. The Kaboodle quiz at the beginning of the class allows me to test student knowledge with a quiz the students always love because of the competition for finish first with a score of 90% or more. The closing task allows students to complete guided research from multiple sources in multiple formats such as videos, podcasts websites as well as traditional academic materials. Both these redefined tasks ensure engagement because the quiz is visual and fast paces; and the research task allows students some freedom to explore sites and information they personally deem important.
Bloom’s Digital Taxonomy: This lesson sits at both the Application and Creation levels of Bloom’s Digital Taxonomy model. It is at the Application level because students are using prior knowledge to prepare their presentations. The is because the information used to prepare their speeches was not gained through the creation and production of their multimodal presentations, it was gained in the preparation of their speeches in the classroom. Creation is also required by students in the preparation of the video and audio content of their presentation; and the construction of their presentation video.