Abstract:

The SAMR model (Substitution, Augmentation, Modification, and Redefinition) describes the gradual integration of technologies and its impact on educational goals in four stages. In this paper, we focused on the analysis of individual stages of the SAMR model with regard to the use of technologies of pupils and teachers in distance education. The main area of analysis was web applications, which are cross-platform and allow their use on various types of devices. We categorized web applications into individual stages of the SAMR model. For the analysis, statistical data of schools that used Google teaching tools during the COVID crisis were used. The research sample included 4 schools, 854 pupils and 73 teachers. Statistics show a significantly higher proportion of the use of mobile devices on the part of pupils and, conversely, desktop devices on the part of teachers. This then causes a different view of how to use technology in self-study.

The output of the paper is the categorization of web applications from the perspective of teacher-student interaction, the possibility of working on different types of devices and the availability of mobile applications in various stages of the SAMR model.

Keywords:

SAMR model, web 2.0, categorization, distance learning.