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“SAMR”��stands for Substitution-Augmentation-Modification-Redefinition. At the Substitution level, technology acts as a direct tool substitute with no functional change. Imagine a writing assignment in which technology like a word processor acts as a substitute for traditional writing with pen and paper. At the Augmentation level, technology acts as a direct substitute with functional improvement. Let’s take our same writing assignment and augment the task with a word processor’s spell check functionality. The Substitution and Augmentation rungs of the SAMR ladder allow for enhancement of the task through instructional technology integration, but the task has generally remained the same. Ultimately, the District would like teachers to strive for the Modification and Redefinition levels to transform their lessons in meaningful ways. At the Modification level, technology allows for significant task redesign. With our writing task, for example, teachers can modify the task by allowing students to leverage collaborative tools like Google Docs to peer-edit one another’s work in real time. At the Redefinition level, technology allows for the creation of new tasks, previously inconceivable. Our writing task can be transformed into a multimedia project in which students storyboard their ideas, create a video to demonstrate their understanding of the task, publish their work publicly, and interact with a global audience.����

While West Genesee is not a newcomer when it comes to Google’s education platform, (the District adopted Google for Education in 2012), the availability of Chromebooks in the classrooms for student use is unprecedented. Most teachers have experience leveraging Gmail and Google Drive for communication and collaboration. Few, however, have transformed their practice with meaningful instructional technology tools and strategies. In light of the District’s SSIP as well as the Strategic Plan, a new leadership position entitled Coordinator of Instructional Technology Training was created to facilitate professional development throughout the district.

• ��offers teachers an opportunity to grow professionally with the availability of 24/7 access to practical learning experiences. Teachers can learn a new skill as they prepare authentic lessons for their students. They can also participate in an active learning community that provides a collaborative space to reflect on their practice with the support and inspiration of their peers. With the new Coordinator of Instructional Technology Training position, several online classes have been developed that leverage instructional tools like Google Sites to deliver content, and Google Classroom to foster discussion. Teachers can participate at their own pace under the guidance of an instructional technology leader.
• ��provide "just in time" access to instructional video tutorials to help build capacity.�� Support materials are available when needed and teachers can learn new skills at their own pace.��
• Coaching provides job-embedded expertise to help transform practice in real-time. In collaboration with teachers, instructional coaches can help plan meaningful lessons, observe teachers and offer constructive feedback, and model lessons to demonstrate effective practice. The West Genesee Central School District is fortunate to have a Coordinator of Instructional Technology Training as well as a Director of Student-Centered Technology Initiatives to support teachers’ change initiatives. There is also a cadre of Instructional Technology Support Assistants (ITSAs) in each of the District’s eight buildings to help with hardware and software issues when they arise.