Application of SAMR Model on Primary School Book Reading Study
Abstract: This study is a project where the effect of SAMR Model, which is a new method used at primary level to integrate technology into the educational environment, is applied on the books read on selected topics and the effect of it is tested. Work Turkey, Romania and Italy, of a total of 498 students participated from 20 schools. In order for teachers to receive training on the SAMR Model, the online course of 'Technology Integration in Education SAMR Model' was taken from the ebatwinning platform and the certificates received by teachers at the end of the training were also shared in the project. By sharing the ideas and opinions on the model with the webinars made, the teachers gave a google document link and a common work plan was created. At the beginning of the study, a questionnaire was applied to the teachers, and the topics of the book were determined as love of nature, thinking skills and healthy nutrition. Partners from each school have chosen books on the same topics that are suitable for grade levels. The selected books were read together in the classroom digitally and activities were carried out using various digital tools related to the book and digital tools were used for book reviews. For the general evaluation of the project, a 8-point triple Likert scale was prepared and the students made self-evaluation. At the end of the project, it was determined that the students reported positive attitudes and opinions for the studies. It is concluded that the SAMR Model, which is applied as a book reading study, can be used as a method that attracts students' attention and participates in the studies voluntarily.
Keywords: Guidance, new methods in education, SAMR Model, book reading studies,
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In the age we live in, technological tools are increasingly taking place in our lives. In today's technology and communication era, additional skills, strategies and trends are needed to be literate. (Hutchison & Colwell, 2015; Lankshear & Knobel, 2011) Institutions and teachers have a big duty in this regard. When schools teach literacy based on printed texts, children communicate with literacy only in printed texts. However, literacy is becoming more and more digital. More research is needed for the integration of information and communication technologies in reading and writing education. (Yamaç A. 2019)
The rapid development of information and communication technologies and consequently, the opportunities it provides to education provided easier and faster implementation opportunities in the learning and teaching process. In this context, ICTs have started to take their place in education. These classes, in which ICT facilities can be used, have started to be called digital class. (Özerbaş M.A.2015)
SAMR Model is considered as one of the methods that can be used to integrate technology into our education. The method was named by the American school researcher Ruben R. Puentedura. The model includes the benefits of planning and applying technology to the student as a learning tool, how technology is used as a learning tool, enabling students to think and learn by themselves. This model is deemed necessary for teachers to recognize the tools that they can use to innovate in their lessons.( http://etwinningonline.eba.gov.tr/)
In the project, 3 different subjects (love of nature, thinking ability, healthy nutrition) books were read together in jpg and / or pdf format by the students in the classroom environment, using the word document and evernote tool to write their thoughts about the book, the places they want to change in the book and their own slogans. The google classrom tool was also used for studies conducted in collaboration with partner schools.
The students made their own research and prepared a ppt presentation on the given topics and presented it to their friends. These studies coincided with the 'Collects the information it needs from various sources', which is included in the primary school guidance program, with the 'Uses time effectively' completion of the given task on time. These studies are also aimed to develop the guidance acquisition 'Realize your own learning style' skill.
A cross-curriculum has been studied together with the love of nature book studies, guidance and Life Science Lesson to 'Gain sensitivity to nature and the environment'.
With the book read in order to gain thinking ability, it expresses its requests, which is the guidance gains, / It realizes the importance of sharing.
Three different book studies read for the project, Turkish Lesson Achievements 'Reading attention with punctuation marks / Reading with emphasis, intonation and pronunciation / Answering questions about the text / Applying listening strategies / Determining the appropriate titles for the content of the text / Determining the subject of the text' covers.
In the project process, studies such as using quiver, voki, chatterkind tools, playing digitally prepared games, participating in digitally prepared evaluation tools (kahoot) are included. He also took part in activities such as interviewing, panel editing, and small group work using different learning methods.
In this sense, the project also enables students to benefit from this technology by reading a book, achieving positive behavior and related course outcomes, using information technologies. In addition, SAMR Model, which uses information technologies, is a research in this field by working with students in different schools and evaluating the results at primary school level.
Method
The study was done on sharing an application. At the end of the application, a three-question self-assessment questionnaire was filled with a three-point Likert scale (agree, undecided, disagree).
Results
Figure 1 shows the numerical data of the answers given by the student who participated in the research to the 8-item question list.
Figure 1 Numerical values of students' responses to the items
Materials | Yes | partly | No |
I am pleased to read a book digitally. | 452 | 25 | 21 |
I was interested in the books and subjects we read. | 432 | 5 | 61 |
I learned the web2.0 tools we use in the classroom. | 421 | 42 | 35 |
I liked using computers in classes. | 478 | 16 | 4 |
I know my responsibilities towards the environment. | 438 | 33 | 27 |
I learned about healthy eating. | 456 | 27 | 15 |
I learned the values I should have against my family and friends. | 467 | 15 | 16 |
I am happy to be in this project. | 479 | 10 | 9 |
When numerical values are analyzed, it is seen that students' application is successful. Therefore, the training provided has been successful.
Conclusion and Suggestions
This project is a study in which elementary school students selected books that are suitable for the topics of the selected books, and the application of the SAMR Model is tried, and in addition to this model, different classroom activities are also included. During the project process, the colleagues designed new applications in the project, taking inspiration from each other's work. Teachers followed these practical examples of how different web2 tools can be used in education and included these activities in their classrooms. In this context, it will give an opportunity to reach these projects and activities to a wider audience, to be implemented in different classes and even to create new ideas.
REFERENCES
1- EbaeTwinning Online Trainings. Technology Integration in Education SAMR Model.
2- Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. Berkshire, England: Open University Press.
3- Hutchison, A. & Colwell, J. (2016). Preservice teachers' use of the technology integration planning cycle to integrate ipads into literacy instruction, Journal of Research on Technology in Education,
4- Özerbaş M.A. (2015). Student Opinions About Digital Classroom Practice.
5- T.C. Ministry of National Education 2019-2023 Strategic Plan.
6- Yamaç, A. (2019). Perceptions of elementary teacher candidates for the use of digital literacy applications at primary school level. Manas Social Research Journal, Ahi Evran University Kırşehir Faculty of Education Journal (KEFAD)
