SAMR Model and Bloom’s Digital Taxonomy Applied in Blended Learning/Teaching of General English and ESP

Netolička, Jan; Šimonová, Ivana

doi:10.1109/iset.2017.68

Cited by 17 publications

(11 citation statements)

References 3 publications

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“…proposed and described the technology of active speaking CAST, aimed at the gradual formation of all components of foreign language communicative competence, where the focus is not on the language form, but on the process of speaking [3]. J. Netolicka, I. Smirnova analyzed the possibilities of blended teaching of professional English (Blended Education), where the tasks of a foreign language communicative competence formation are carried out by combining traditional classroom classes and students' independent work using computer learning tools [14]. E.M. Pokrovskaya, L.A. Lychkovskaya, O.A.…”

Section: Literature Reviewmentioning

confidence: 99%

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

Ponomarenko¹,

Susloparova²,

Susloparova³

et al. 2022

P Sci Edu

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Labour market modern requirements determine the need for high-quality language training for non-linguistic students, whose competitiveness is directly dependent on the level of foreign language proficiency. Teaching foreign languages shows that the use of various technologies requires a different approach to assessing students' learning activities. In this regard, the purpose of the study is to identify the impact of the use of alternative assessment of the students’ educational activities on the improvement of their foreign language communicative competence. The study involved 84 "Biology" and "Ecology" undergraduates of Vyatka State University. The following methods were used in the research: theoretical analysis and generalization of scientific literature on the research issue, observation, experimental training, questionnaire, analysis of quantitative and qualitative research results. Pearson's χ^2 test was used for the result statistical processing. The authors identified the following alternative assessment forms and methods: iPortfolio, We Create Activity, iLearn & Teach Project, Technical Report, Mock Job Interview. These forms and methods are approximated to the real situations of the professional sphere of future engineers. The results of the experiment showed that the number of students with a low level of foreign language communicative competence formation decreased from 40,5% to 17,9%, with an average level increased from 50% to 63,1%, with the high level increased from 9,5% to 19%. The estimated value of Pearson's χ2 statistics 11.308 falls within the zone of the significance of differences in the levels of formation of foreign language communicative competence. The significance of the study lies in the approach used "assessment as learning" to solve the problem of professionally oriented communicative competence formation. This approach ensured the student orientation to professional interests and created conditions for knowledge self-acquisition, increasing the student autonomy. In addition, it led to student awareness of the necessity to master a foreign language in relation to the professional training specifics.

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Section: Literature Reviewmentioning

confidence: 99%

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

Ponomarenko¹,

Susloparova²,

Susloparova³

et al. 2022

P Sci Edu

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“…According to (Nyayu et al 2019), the simple SAMR model is undoubtedly reminiscent of an early model in cognitive education, which parallels Bloom's taxonomy model, commonly used as a learning tool. These two models depend on how teachers integrate technology according to their possibilities and knowledge for the learners (Netolicka & Simonova, 2017;Šimonová, 2016), (Puentedura, 2014), indicates that the association among these models makes it possible to connect the SAMR levels with Bloom's Taxonomy pyramid. For Substitution and Augmentation with the three lowest levels of Bloom's Taxonomy (Remember, Understand and Apply).…”

Section: Technology Integration Models and The Samr Modelmentioning

confidence: 99%

Teachers' and students’ perceptions on introducing the SAMR model into their classroom

Cepeda-Moya

Argudo-Serrano²

2022

Koinonia

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This article focuses on understanding the perceptions of 31 Ecuadorian teachers and 34 Ecuadorian university students about the Puentedura Substitution, Augmentation, Modification, and Redefinition (SAMR) model in the English class. It has helped teachers integrate technology into their classes. The tool used to evaluate the model consisted of 20 items with 5 questions for each SAMR dimension. The reliability of the model was measured with McDonald's ω (0.94) in a general context and each dimension (S: (ω=0.88), A: (ω=0.82), M: (ω=0.85) R: ω=0.87)). The results on the perceptions of teachers and students were very enlightening to understand how they implement technology in English classrooms before and after the pandemic. They consider the use of technological tools to be beneficial for learning English as a foreign language.

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“…Music educators who are thinking of implementing a flipped environment in their classroom may consider how this integration functions within a technological framework. The Substitution Augmentation Modification Redefinition (SAMR) model has been shown to be a useful lens to examine the use and role that technology plays within the classroom (Netolicka & Simonova, 2017; Puentedura, 2006). SAMR asks educators to examine the various learning activities through the lens of the function and impact that technology will play.…”

Section: Framework For Action: the Samr Modelmentioning

confidence: 99%

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

Weiger

2020

Update: Applications of Research in Music Education

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The purpose of this literature review was to synthesize relevant research concerning the blended learning and flipped lesson models, and their potential role in performance-based music classrooms. I provide theoretical backgrounds of these models and introduce Puentedura’s Substitution Augmentation Modification Redefinition model as a possible framework for implementation. Overall effectiveness and challenges of the blended learning and flipped lesson models are discussed. Finally, research and experience-based suggestions for practice are provided to help music educators implement these learning models in their classrooms.

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SAMR Model and Bloom’s Digital Taxonomy Applied in Blended Learning/Teaching of General English and ESP

Cited by 17 publications

References 3 publications

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

Teachers' and students’ perceptions on introducing the SAMR model into their classroom

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

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