In Brandon we've been taking a look at our technology integration through the lens of the SAMR model. SAMR is essentially a ladder that helps reflect on the change to instruction technology is making. After many conversations at conferences with colleagues I respect, I do not consider the SAMR model as a spectrum from good to bad integration. It's a model used for observing and honestly reflecting about the way an instructor uses technology.
S is for substitution, which means the tech evenly switches out with the non tech. Did you do a worksheet on your iPad that could be done with paper and pencil just as easily? Then it's a substitution. I see teachers having students using their iPads with the Chalkboard app instead of whiteboards and markers. This is a great example of the substitution.
What's neat about substituting with tech is that a functional improvement is often just a few steps away. When using their iPad as a whiteboard, students can screenshot their response, and like magic their thinking is captured on the camera roll. Sometimes students will take that thinking and put it into a presentation with their voice and additional pictures. Now they've totally modified the task. On top of that students may share their video with others across the world, now students have redefined the task in a way that wouldn't have been possible before. Substitution is an OK way to integrate tech into day to day use, and it can lead to amazing projects at various levels on the SAMR scale when it meaningfully fits into instruction.
Image from: https://www.graphite.org/blog/samr-and-blooms-taxonomy-assembling-the-puzzle
Instructional Technology Coach