The SAMR Model in Creating a Digital Language Learning Environment for Early Elementary School Children
Abstract
One of the basic tasks of school at the elementary education level, related to the preparation of a good literacy foundation for the acquisition of a foreign language by children, requires teachers to support the development of the child's learning mechanisms through the conscious use of methods and tools derived from information technology that are adapted to the needs and capabilities of the child at this stage of life. The undertaken research aimed to use the assumptions of the SAMR model in supporting children in grade 2 of elementary school with a foreign language in a situation of exclusively remote and hybrid education. Based on Ruben R. Puentedura's (2013) SAMR model, the action research study used digital tools to engage children in activities using different forms of digital stories. The research indicates that the learning of the children was optimized in the hybrid form. It turned out that using digital tools produced better results than purely remote learning. The conclusions resulting from the research conducted in a small group of children (thus difficult to generalize) will serve as an inspiration to outline further research perspectives in the analyzed area, including the construction of a model for experimental research.
References
Coyle, D. (2005). CLIL: Planning tools for teachers. University of Nottingham.
Gałan, B. i Półtorak, E. (2019). Nowoczesne technologie w nauczaniu języków obcych: oczekiwania, wyzwania, perspektywy. Wydawnictwo Uniwersytetu Śląskiego.
Hamilton, E.R., Rosenberg, J.M. i Akcaoglu M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends: Linking Research and Practice to Improve Learning, 60, 433–441. https://doi.org/10.1007/s11528-016-0091-y
Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.
Jaskulska, S., Jankowiak, B., Sikorska, J., Klichowski, M. i Krauze-Sikorska, H. (2021). Proces uczenia się przed, w trakcie i po pandemii COVID-19. Badanie VULCAN. Wydawnictwo Naukowe UAM.
McCrindle, M. i Fell, A. (2021). Generation Alpha: Understanding our children and helping them thrive. Hachette Australia.
Miranda, H. i Russell, M. (2011). Predictors of teacher-directed student use of technology in elementary classrooms: A multilevel SEM approach using data from the USEIT study. Journal of Research on Technology in Education, 43(4), 301–323.
Nauwerck, P. (2005). Zweisprachigkeit im Kindergarten. Konzepte und Bedingungen für das Gelingen. Fillibach.
Puentedura, R.R. (2006, 26 listopada). Transformation, technology, and education in the state of Maine. Ruben R. Puentedura’s Weblog. http://www.hippasus.com/rrpweblog/archives/2006_11.html
Puentedura, R.R. (2013, 29 maja). SAMR: Moving from enhancement to transformation. Ruben R. Puentedura’s Weblog. http://www.hippasus.com/rrpweblog/archives/000095.html
Rahiem, M.D.H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(4), 1–20. https://doi.org/10.1186/s40723-021-00081-x
Rostkowska, M. (2019). Model SAMR a TIK. Nauczyciel buduje kompetencje swoje i swoich uczniów. Mazowiecki Kwartalnik Edukacyjny Meritum, 1(52), 95–101.
Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 r. w sprawie podstawy
programowej wychowania przedszkolnego oraz podstawy programowej kształcenia
ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną
w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej
szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy
oraz kształcenia ogólnego dla szkoły policealnej, Dz. U. 2017, poz. 356. (2017).
(Polska). https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20170000356/O/D20170356.pdf
Rück, H. (1990). Früher Fremdsprachenunterricht: Warum? Wie? Durch wen? Neusprachliche Mitteilungen, 4, 217–219.
Siemieniecka, D. (2021). Technologie w edukacji 4.0. Przegląd Badań Edukacyjnych, 34, 227–250. https://doi.org/10.12775/PBE.2021.027
Tomasello, M. (2006). Konstruktionsgrammatik und früher Erstspracherwerb. W: L. Hoffmann (red.), Sprachwissenschaft: Ein Reader (s. 825–845). De Gruyter.
Yang, Ch. (2013). Ontogeny and phylogeny of language. Proceedings of the National Academy of Sciences, 110(16), 6324–6327. https://doi.org/10.1073/pnas.1216803110
Yuan, R., Liao, W., Wang, Z., Kong, J. i Zhang, Y. (2022). How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: A systematic review from 2010 to 2020. Thinking Skills and Creativity, 43, 101002. https://doi.org/10.1016/j.tsc.2022.101002
Copyright (c) 2022 Elementary Education in Theory and Practice
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- When submitting a text, the author declares that he/she is the Author of the article (hereinafter referred to as the “Work”) and:
- he/she owns the exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyright to the Work.
Declares that it does not infringe any third party copyrights or legal rights.
Declares that there is no conflict of interest.
2. At the same time, the Author grants the Ignatianum University in Cracowa royalty-free, non-exclusive and territorially unlimited licence to use the Work in the following fields of exploitation:
- recording the Work in a hard copy, as well as on a digital or magnetic medium;
- reproduction of the Work using any technique, without limitation of the number of editions or copies;
- distribution of the Work and its copies on any medium, including marketing, sale, lending, and rental;
- introduction of the Work into a computer memory;
- disseminating the Work in information networks, including in the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a way that everyone can have access to it at a time and place of their own choosing;
- within the scope of dependent rights to the Work, including in particular the right to make necessary changes to the Work resulting from editorial and methodical development, as well as to translate the Work into foreign languages;
The licence is granted from the moment of the transfer of the Work to the Ignatianum University in Cracow. The Ignatianum University in Cracow is entitled to grant further sub-licences to the Work within the scope of the right granted. The licence is time-limited and it is granted for a period of 15 years, starting from the date of its granting.
Authors are permitted and encouraged to publish their text online (e.g. in their institution’s repository or on the institution’s website) before or during the submission process as this may lead to beneficial exchanges, as well as earlier and greater citation of the published text (See The Effect of Open Access). We recommend using any of the following portals of research associations:
- ResearchGate
- SSRN
- Academia.edu
- Selected Works
- Academic Search
