1|Page SAMR Model Explanation

The SAMR Model of Technology Integration Article

Above graphic: Dr. Ruben Puentedura http://www.hippasus.com)

Introduction

Transforming technology into a blended learning experience has become a necessity for those
educators wanting to engage student centered learning in the 21st century classroom. While it is
possible to create a successful and highly interactive student based learning experience without
technology, it is technology that can amplify the learning experience. It must be remembered
that amplification will have an effect on great educational pedagogy, but will also do the same
for instruction that may not meet the goal. As teachers invite technology into the classroom it
has become evident that as learners themselves, they go through formative steps as they
become proficient in the blended experience.
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Through the work of Dr. Ruben Puentedura, Ph. D. the SAMR Model (Substitution
Augmentation Modification Redefinition) provides a wonderful lens to look at this progression. It
must be understood that the goal is to create lessons that allow for the ability to facilitate
lessons that practice Redefinition. At the same time, it must be remembered that all of the
stages allow for technology interaction and increased student engagement. There are times
where simple Substitution is all that is needed and is most appropriate given the learning target.
As educators become familiar with the SAMR Model it allows them to reflect and evaluate their
technology integration practice while striving for powerful learning experiences. While learning
activities can get blurred between the steps of SAMR, it must be remembered that educators
are working on a progression. The first two steps involve technology as an enhancement tool
and the last two involve technology as a transformation tool. Many times the steps between
enhancement and transformation can take a bit of time as educators practice, reflect, and learn.
In the space below you will find those important SAMR Steps.

Substitution - Tech acts as a direct tool substitute, with no functional

This is the lowest level of technology integration. At this stage technology replaces an activity
that may have been done before using an analog version. This is the very first stage of
enhancement of a lesson using technology. This might include word processing a student
authored story rather than hand writing it. While it is the lowest level it still might be a wonderful
use of the technology. Another example might be the teacher curating the curriculum for
students using their LMS (Learning Management System). The teacher has worked hard at
finding articles, reading lists, research links, and even You Tube videos on a various topics. In
essence, the web is being used as a substitution for what may have been a prior resource list
given to students. Once again, it is a wonderful start with some great learning opportunities, but
it still is a substitution. According to Dr. Ruben R. Puentedura, the teacher is just using the
technology to replace a resource list that could be used in the library. Keep in mind that this can
be still very useful. Does the substitution of technology serve the learning target, or might it
actually get in the way. Did the technology substitution assist in student engagement? The
teacher must reflect on what might have been gained because of the substitution.

Augmentation – Tech acts as a direct substitute tool, with functional

The next step includes the Augmentation Stage, going one level up the ladder from Substitution.
It is important to remember that this step is still at the enhancement level. At this stage the
technology has improved the learning experience by adding functionality that would have not
been as possible with the technology. In a word processing document students are taught to
use different tools such as the word count, thesaurus, and grammar checks. Perhaps students
are using calculators or spreadsheets to solve a problem. It could be that students are
researching, and the teacher directs students to current news events, blogs, or interpretations of
the research by various authors.
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Students have the opportunity to compare and contrast viewpoints, view up-to-date information
that may not be in the library, or even have the opportunity to participate in the comment section
of a blog. While the line could be blurred between Substitution and Augmentation there really is
a deeper learning because of the technology. There should be a step up in both student
engagement and rigor. A teacher must reflect and recognize that the technology has added to
the learning experience. They must determine if the overall learning has been improved
because of the technology integration.

Modification – Tech allows for significant task redesign

At this stage the technology has the opportunity to change the look and feel of what students
perform. There really is a definite change in the lesson that may have started with an analog
foundation. Transformation has begun! This takes step demands more reflection and work from
the facilitating teacher. At the same time, Modification brings in the student opportunity to
proceed up Bloom’s Taxonomy. This might include authoring a collaborative story in a Google
Doc so that peer editing and collaboration can happen anytime and anyplace. Perhaps even
some pictures are added to the story or report to further engage the intended audience.
Students may use advanced searching skills to find articles on their own that contrast
viewpoints from different counties. Perhaps students compile their research collectively using a
group inside of a bookmarking tool such as Diigo. A word cloud might be employed to study the
meaning of an article or author’s writing. While students use traditional literary critique, a word
cloud might provide a new analysis such as visual look at word frequency in a reading. This
brings about an entirely new layer to the learning environment. Students might use a Google
Form to collect and analyze data. In this method of data collection students may be able to
survey larger and more diverse populations, while having a layer of tools to represent the data
to an audience. Many times modification allows more student voice and the outcome may not
be as prescribed. At the modification stage a teacher must reflect on whether the technology
did allow for some project redesign that enhanced the project while still accomplishing the
learning objectives. It could be that multiple modifications may allow a lesson to advance to the
next level.

Redefinition - Tech allows for creation of new tasks that were previously
inconceivable

At this stage the technology allows students to jump outside the original design box. This is so
much more than a redesign. It focuses on the employment of new tasks. While the teacher may
initiate some of these, student voice and choice must also be employed. A story could change
into a picture book, a slide show, or even a movie. The audience could go beyond the school
and include the community, state, county, or world. Mentors could be virtual. Perhaps students
are curating and creating their own content to be used by other students. Imagine research that
allowed for students to create their own search engine using Google Custom Search.
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The original standards remain with addition of new skills that circle around 21st century skills.
The redesign was made possible because of the blending of the technology into the learning
process eliminating the constraints and barriers of the physical classroom.. At the same time,
the technology might appear transparent to the learning process. Students become producers,
creators, and innovators. They begin to own their own learning process. AT this stage the
teacher must reflect on whether the redesign still accomplished original standards while also
allowing for engaged student centered learning.

Conclusion

All educators must realize that a final goal of any classroom is redefinition. At the same time,
there will be times when even the most proficient educators with technology conduct a task at
the substitution level. It really comes down to the tool fitting the task and learning target. An
understanding of the SAMR Model allows educators to reflect on their own progress while
investigating ways to use educational technology in a useful and productive way. The SAMR
Model allows all educators to view the steps they are taking down the road of technology
enhancement toward true transformation. It is a wonderful and exciting journey!