Here is an example of how Sutori might fit within the SAMR model:
Far too often, technology is used as a direct substitute for other low-tech tools (e.g., pencil and paper). While substitution has some benefits (e.g., students develop their technology skills and knowledge), we encourage you to think about how you might use Sutori to modify or redefine learning.
Students can create a Sutori about a specific mathematician of their choosing, laying out their life accomplishments in chronological order
Students can create a Sutori about their experiments and showcase their findings in chronological order from hypothesis to results
Students can create an outline for a book report. Making one point along the timeline for each chapter and each meaningful event mentioned in the book
Students can create past-present-future timelines that draw connections between historical events or social/political issues and present-day society and predict how that might influence the future.
Students can create a timeline of what has happened to a piece of art during its lifetime, for instance, the Mona Lisa being made in 1503, being sold to Napoleon in 1800, and then stolen in 1911. Students can also curate pieces of art in a timeline format of when they were painted
This page was created by Brian Ramirez.