On the SAMR model and my experience

After reading about the four levels of technology use developed by Rubén Puentedura - substitution, augmentation, modification and redefinition - I've been reflecting about my teaching experience and how I've integrated technology so far.

I realize very often I have worked at the substition level: for example, when working with listening. Whenever I needed to work with an audio, a song or a dialogue, I used to record it in a CD. This was more comfortable than using tapes, of course. But these days I use a flashdrive, which is way more comfortable (and cheaper). However, whereas this represents a change to me, it does not really change the way in which students learn.

I have also worked at the augmentation level, especially with videos: I used to show my students videos on youtube, but I had to rely on a good internet connection, and this was not always the case. Now that I know how to use atube catcher I not only download videos, but I also cut them, change their format to make them weigh less, etc. Once more, whereas this has made things easier for me, I doubt whether it has really meant a change to my students.

Although not very often, I believe I have worked at the modification level. For instance, with former students of mine I opened up a facebook group. I put weekly questions which they had to answer. In this way, my students were able to read their classmates' productions and comment on them. I also uploaded relevant information, pictures and websites. They were also able to do that, though they didn't do it much, I'm afraid. I should have probably foster that in a different way.

I haven't worked at the redefinition level yet. Partly, because I wouldn't know how to go about it. But also because probably I've been afraid of doing so; I feel that at this level there are so many new things to learn and control... Hopefully, this subject will give me the knowledge and confidence to start working at this level. After reading about the study cases today in class, I feel enthusiastic and eager to learn how to work at this level.

A more detailed introduction!

Hello!
This post is to introduce myself in more detail...

I'm Laura Cascone, I'm 26 years old and I live in the city of Buenos Aires. I've been studying to become a teacher since 2008, and I'm planning to graduate next year. I study at the "Instituto Superior de Profesorado Joaquín V. González." Here's a picture of its building!

I've worked in schools - both state and private - and in private institutes. Currently, I'm working at a private primary school with 5th form (11 year-olds). This is my first experience as a primary teacher and I really enjoy it, although I don't really know how I would feel teaching first or second form.
I also work in an institute in Palermo with kids. They are 8 and 9 years old, but I don't find it that difficult since it is a small group (only six students). I also have my private students, mostly adults.
I've always taught adolescentes and this is the first year I teach kids. I must say so far, it has been a very rewarding experience...

Hi, there! This is a blog to share my views and reflections on the uses of technology in EFL. Feel free to comment! :o)

Here goes my Voki. I was finally able to create it. I realized that apparently some of the avatars are only available for classroom voki users, and being a user is not enough. But other avatars were available to regular users like me, so here's mine:





 I work with seven and eight year-olds in an institute, and we sometimes work with puppets. They are great, especially for shy students, who might feel more confident when talking "through" a puppet. I was thinking an avatar is also a good option for these cases...
Here are two ideas on how to use avatars in EFL teaching:

1)  Students can write three things about themselves which they think nobody in the class will know. Eg: I never eat a second slice of pizza because I don't like cheese that much (this is true for myself!!!). Students write that information for their vokis to say it. Then I show all the vokis and the students guess whose voki it is.
2) Avatars can be used with kids in description of animals (I've noticed that in Voki there are animal avatars). Students write a description of an animal of their choice and then they have their voki reproduce it. Students could, at first, only listen to the audio, and try to guess which animal it is.

There's an app for ipad which is called sock puppets. It's great for roleplays. You can check it out here!  http://my.smithmicro.com/mobile/sockpuppets/index.html

:)