Directions: Print one copy of these cards for each small group in your audience. (Suggested: Print the title cards on page 1 on a different colored paper than the student activity cards that follow.) Then cut out squares before handing to the groups.
This activity was adapted from Quizlet’s 2017 SAMR Sort, retrieved from https://quizlet.com/44291575/samr-sort-flash-cards/.
Answer Key: (Note that many of these answers can be debated. Keep the underlying question of the SAMR Model in mind—is the technology just substituting for another tool, or is it truly transforming the learning? Be open to participants justifying different answers.)
Students develop a public iTunes U course to teach younger students best health practices. Then they use the feedback from enrolled students to make improvements to the course.
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Students select the three most influential people in the civil rights movement and download images of these people. They then use a presentation tool of their choice to explain why they chose each person. Students turn in the final product by emailing it to the teacher.
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Students read a scene from Hamlet. In pairs, they make notes on the text, as well as identify and look up unfamiliar words. Students use concept-mapping software to sketch out why this scene is a crucial turning point in the play, and then save the concept map as a PDF to send to the teacher.
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Students want to plan a bake sale to raise money for a field trip, but need to seek permission from the principal. They use a word processing app to compose the written proposal and a spreadsheet app to analyze the number of baked goods they need to sell and how much these items should cost based on the number of possible attendees. Students create charts to present different possible expenditures and profit margins.
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Students research one topics associated with the Revolutionary War, using information and citations from at least three sources. They can choose to present their research as a video story, infographic, or interactive map.
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Students select a topic within Roman history that they would like to research further. Students create a multimedia presentation for the class to teach them about their topic and provide the class with a link to their presentation so each student can more deeply explore and interact with the content.
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Students create a 2-minute public service announcement video conveying information about a disease endemic to Africa. Major goals of the project are to create awareness, to help people understand how to avoid contracting the disease, how to identify symptoms, and what should be done if they are already infected. Students then collaborate online with doctors in Africa to provide accurate and up-to-date information.
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After finishing their independent reading books, students create an electronic children’s literature version of their book. Students collaborate with a younger grade to compile illustrations and audio narratives for the electronic book and make the book available online to share with parents and the community.
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Students access a set of slides the teacher prepared on genetics and take notes on the PowerPoint as the information is presented in class.
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Students research body systems using a variety of sources, including reading electronic books and articles from a local university’s library website, performing virtual labs with other students across the nation, and interviewing scientists and older mentor students via email and Skype. Students then aggregate their research in an inquiry book and publish a book of their findings to a worldwide audience.
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Students create an electronic survey to find out their classmates’ favorite colors.
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Students use an online tool that offers a Venn diagram template to organize their research notes and include photos and links.
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Students write an autobiography in Microsoft Word.
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Students take an adaptive math assessment online to determine which skills they still need to practice. After practicing for an hour, each student pairs up with another student to teach him/her about the topic just practiced.
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Students present their research to the class and send an electronic feedback survey to their classmates to find out how well they presented material (e.g. understanding of the material, delivery of the material, overall presentation and flow, etc.). Students then analyze their feedback survey results and email the teacher to describe improvements they would like to make on their next presentation.
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Students create an electronic survey to better understand world customs and beliefs. They then share the form online with schools all over the world, analyze the data, and publish that data on an interactive map.
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