Self-Evaluation of Framework

 

What model?

The model that I think I fall into most is the SAMR model. The SAMR model uses advancing technologies to substitute, augment, modify, and redefine what has already been taught or used. It gives everyone an opportunity to see what works best for them. An example of the SAMR model would be someone taking notes on paper before moving to Microsoft Word and finally Google Docs, as shown in this YouTube video. 


Self-evaluation

I think I fall into this category because where I work, we do not use much technology while working with the patrons. Especially the teens. When I do use technology with the teens, it is to help further something in a program. It is because of this and the steps we take to plan programs that I spend most of my time in the substitute and modify levels. When the teens were making buttons, they had an option to create their own design or color something that was already printed out. I used Google Images to find line art for the teens to color in and eventually let them give suggestions about what to print out. For some of their suggestions, I had to change the color of the picture to greyscale so they could color it in or change the design. Program planning has also changed slightly. From conversations with older librarians, it seems that for a while (at least where I worked) they offered the same programs year after year or came up with something new based off of what they saw other libraries doing by looking in local newsletters. Now librarians can go online and see what other libraries are doing across the country. They can also go on sites like Pinterest and teacherspayteachers.com to find ideas for programs they would like to do. I would like to try to substitute more of the technology I use but I am not sure where to start. I am not sure that the website I use to find models for the 3-D printer instead of creating them myself is considered substitution or if that is modifying the technology used. 


Other category

I do not think that I will move into another category. For the most part, there is little technology use with the teens. All the technology I use at work is behind the scenes prepping everything. The idea is that we are providing them with an opportunity to put the screens away and experience something else given how much time they spend on their Chromebooks at school and at home as well as the amount of time they are on their phones. The teens also do not want to use their technology while they are at the programs; which I try to respect since they are self-regulating their time and offer to use technology for them like during our button program. There do not seem to be many opportunities for teens to experience life without a screen in the area where I work, which to me means that these programs are most likely where the teens get the most social interaction as well. 

Comments

  1. NMZumpanoMay 15, 2024 at 11:38 AM

    I'm wondering if using a pre-made 3D print would be modification and designing your own might fall under redefinition. SAMR is great to get you thinking about the different levels but it is subjective. It's also wonderful to be conscious of the fact that technology might not have a place in your program!

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    Replies
    1. Samantha HoffmanMay 17, 2024 at 8:45 AM

      It definitely is something I have to get used to. When I was a student teacher and working at a different library, I was constantly saying the phones needed to be put away. Now I am not entirely sure if most of the teens I work with have phones. Realistically, I'm sure they do but I have not seen them once since I started working with them. I figured I would just take my que from them.

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  2. Victoria WilsonMay 19, 2024 at 1:36 PM

    I respect that you are trying to limit screen time in your programming. Creating opportunities for teens to engage in meaningful face-to-face interactions is important in today’s increasingly digital world. You mentioned that your technology use is primarily for behind-the-scenes tasks. I am curious if there are specific technologies that could help you brainstorm new ideas for teen programming. Seeking inspiration from other libraries could serve as a valuable starting point. I admire your use of Pinterest, as I also find it beneficial in my own practice. It introduces me to innovative technologies and inspires fresh lesson ideas, enabling me to continue developing engaging content for my students. I'm sure that using it for teen programming would likely lead to similar results.

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