Unit 2: SAMR Model- Technology Integration Strategy

What could you do in your class (or workplace) with a (i.e., any) Web 2.0 tool that would equate to each of the four levels of the SAMR Model?  

S- Substitution
A- Augmentation
M- Modification
R- Redefintion

When researching the SAMR model, I came up with the following integrations of Web 2.0 tools within a remediated High School English class setting instructing solely students with Mild Special Education Needs: 

Substitution- Previously, I dealt with constant raising of hands (regarding completely irrelevant topics), student blurt-outs, and constant redirection required as a result of the many thoughts and comments students' regarded necessary  implemented the use of a website for back-channeling conversations geared towards those of my students in need of having multiple stimulations via the use of laptops and iPads (I did not allow the use of iPhones or iPods during direct instruction. Allowing the use of iPhones and iPods to access the back-channeling website would be a direct substitution for the much larger and heavier laptop or iPad.  

Augmentation- In the world of special education, a major responsibility of the case coordinator is passing along paperwork; as all of us know, when concrete paperwork is passed along, there is a chance to loose or 'destroy' the content making it no longer usable for the receiver. Prior to learning of these Web 2.0 tools, the only form of a paper trail was to, literally, copy the paperwork sent. Making copies of every document sent from my office took immense amount of time, however, if anything was ever 'lost-in-the-process,' I was one of the few who,, no doubt, had a back-up copy.  Now, as a result of Web 2.0 tools, the concrete content is scanned into the computer, emailed to the desired recipient which in turn saves a copy of the document virtually, on the district server.  

Modification- Implementing the modification step of the SAMR model could involve utilizing 'Dragon Dictation' or the dictation feature integrated in Microsoft Word in order for a student with a Written Expression or Spelling Disability complete a lengthy writing assignment.  On the same token, I can also implement the use of 'Read-Aloud', or the 'Text-to-Speech' feature in Chrome, MS Word and Adobe Professional Suite for students with a Reading Comprehension Disability or Reading Fluency Disability in order for them to access the same content the general education students do, would equate to the an example under the Modification/Transformation category.  

Redefinition- Within my remediated English class, having to review prior content is a daily task and quite time consuming (no, I am not saying I shouldn't have to review the content, but in my circumstance, if students are not reminded constantly and at their own necessary time, a complete reteaching of a lesson would not be unusual). Needless to say, in researching possible 2.0 technology I could use to redefine/create an authentic review of a lesson(s) students can access at their leisure, 'ShowMe' would suit quite well!  Therefore, at the end of initially teaching a new concept, I would have students create and submit a 'ShowMe' of that days content as an exit activity; after reviewing the 'ShowMe's, the accurate 'ShowMe's would be posted on my classes website for all students to access. 
            'ShowMe' allows students/teachers/adults/etc. to record a maximum of 5 minutes, audio in addition to recoding your screen as a White Board to replay when a refresher is needed.  Not only would this free up the beginning of classtime immensely to do small, but significant warm-ups, 'ShowMe' would give students a range of possible explanations regarding the one specific topic they need to review.