SAMR Model: Substitution, Augmentation, Modification, and Redefinition

When integrating technology into education, the SAMR model serves as a

foundational guide. Crafted by Ruben R. Puentedura, SAMR offers educators a
structured way to think about incorporating technology effectively. It stands for
“Substitution, Augmentation, Modification, Redefinition.” Each of which delineates
different stages of technological involvement in the classroom.

The SAMR model acts as a beacon for educators, nudging them to contemplate
their decisions around incorporating technology in their lessons. It pushes them to delve
deep into the rationale and methodology behind each tech inclusion. With consistent
engagement and reflection, teachers find themselves not just becoming tech-savvy, but
also refining and advancing their instructional methods. This journey, while enhancing
their ease with technology, also fosters a progressive shift in their pedagogical
perspectives, ensuring an optimal learning environment for students.

Substitution:
At the starting point of Puentedura’s framework is the principle of “Substitution.”
In this phase, technology is employed as a direct stand-in for another tool without
fundamentally changing the task at hand. Think of it as swapping out traditional tools
with their technological counterparts. For instance, instead of penning down thoughts
with a traditional pen and paper, one might use a word processor. The essence of the
task remains the same, but the tools change.

Examples:

 Students, rather than completing worksheets manually, print them, fill them out,
and submit them.
 Using Webquests.
 Students type their assignments instead of handwriting.
 Digital textbooks come into play, replacing their physical counterparts.
 Quizzes, which were previously paper-based, are now conducted through
Learning Management Systems like Canvas.
 The age-old classroom discussion, usually face-to-face, shifts to online
discussion boards.
 Traditional lectures undergo a metamorphosis into video lectures.
 Submitting assignments changes from handing in physical copies to email or
digital platforms.

When educators initially venture into the realm of tech integration within the classroom,
they often find “Substitution” to be the most accessible and straightforward application.
The core essence of teaching and learning doesn’t undergo a transformation at this
stage. For instance, a student who previously wrote essays by hand might now type
them out in a digital document. Or the act of reading could transition from a physical
book to an e-book.

While Substitution is just the first rung on the ladder of tech integration, it brings with it
its own set of advantages when implemented thoughtfully. The guiding question for
educators at this juncture should be: “What will I gain by replacing the task with
technology?”

Augmentation:
Following the initial stage of “Substitution,” we journey into the realm of
“Augmentation.” Here, technology isn’t just replacing traditional tools, but it’s enhancing
them, adding a layer of improvement to the learning experience. It’s like taking a basic
list and transforming it into an interactive digital timeline, making the information not only
accessible but also visually appealing and engaging.

Examples:

 Where students might have once taken a quiz with pencil and paper, they now
interact with dynamic quizzes through platforms like Google Forms.
 Students are empowered to use the internet for independent research on a
subject.
  Survey tools come into play, facilitating the gathering of diverse opinions and
data.
 The static whiteboard gets a digital makeover as students engage with interactive
whiteboard applications.
 Traditional slide presentations evolve, with students utilizing tools like PPT,
Pages, Prezi, and Sway to craft engaging content.
 Bookmarking undergoes a transformation too. Platforms like Pinterest, Diigo,
Digg, and Flicker allow students to curate, catalog, and compile valuable
resources in a more organized and visually appealing manner.

At its heart, Augmentation enhances the original task with a technological boost. It’s
like giving a textbook the ability to interact, showcase multimedia, and even provide
real-time feedback. The primary focus here is on amplifying the learning experience,
leveraging technology to introduce elements that wouldn’t be possible with traditional
tools. The critical reflection for educators during this phase is, “Does the technology add
new features that improve the task?”

Modification:
Progressing further into Puentedura’s structured framework, we arrive at the
“Modification” stage. Here, technology doesn’t just enhance the original task – it triggers
a significant overhaul, introducing dynamic, interactive elements that reshape the
learning endeavor. It’s about leveraging technology to not just complement but
restructure the educational experience, paving the way for innovative approaches.

Examples:

 Envision students crafting an essay themed “And This I Believe…”. Rather than a
mere written submission, they now incorporate audio narrations complemented
by personally curated musical backdrops.
 Traditional presentations transform into multi-faceted Wiki pages, enriched with
hyperlinks, multimedia, and dynamic content.
 Class interactions are no longer confined to the physical classroom. Digital
boards foster peer-to-peer learning, allowing for reflective writing and
collaborative discussions.
 The conventional classroom setting is flipped. Students watch video lectures as
homework, and the actual classroom time is dedicated to activities and direct
interactions.
 Collaboration gets a digital boost. Tools enabling shared knowledge and
collective creation, like digital whiteboards, become essential assets.

At the “Modification” stage, the integration of technology results in a profound

redesign of the initial task. To reflect on this shift, educators should ask: “Does the task
significantly change with the use of technology?” As an example, consider the use of
Flipgrid mentioned in the original text. When students post video reactions to their
peers’ content, it creates an opportunity for dialogues beyond the classroom walls. A
solitary video post evolves into a dynamic interaction when students engage with their
peers’ insights and offer their own perspectives.

Incorporating peer feedback on platforms like Flipgrid not only enriches student
engagement but also emphasizes critical thinking and constructive feedback,
showcasing the transformative nature of the “Modification” phase.

Redefinition:
As we navigate further into Puentedura’s insightful framework, we reach the pinnacle:
the “Redefinition” stage. Here, the integration of technology doesn’t just modify or
enhance the task—it utterly transforms it. Redefinition propels learners into previously
uncharted territories, fostering innovative outputs and previously unimaginable avenues
of exploration. It’s the realm where technology enables experiences that are entirely
new and were impossible without its intervention.

Examples:

 Imagine a classroom being tasked to produce a documentary video, shedding

light on core academic concepts. Here, students collaborate in teams, each
focusing on unique subtopics. They’re not just bound to textbooks; they’re
actively reaching out to external sources, integrating diverse insights to produce
a comprehensive final product.
 Another example could be a classroom in Spain wanting to bridge the cultural
gap. A Spanish instructor, instead of sticking to traditional lessons, organizes a
real-time language exchange with a class in the U.S., all orchestrated on a
platform like Padlet. This not only enhances language skills but offers a rich
tapestry of cultural exchange and mutual understanding.
 Concept mapping isn’t just about sketching ideas on paper anymore. Students
now utilize advanced mind mapping tools to visualize and interconnect complex
ideas.
 Collaborative documentation sees a revolution. Wikis enriched with multimedia
content become the norm, emphasizing the collective over the individual.
 Animated storytelling tools like Powtoon, Animoto, and VideoScribe allow
learners to narrate stories and present concepts in vibrant, animated visuals.

The essence of the “Redefinition” stage lies in the creation of entirely new tasks and
experiences. To encapsulate this, educators are prompted to reflect: “Does the
technology allow for creation of a new task previously inconceivable?” At this juncture of
the SAMR model, educational practices ascend to the upper echelons of Bloom’s
taxonomy, emphasizing higher-order cognitive skills.

Conclusion:
Delving into the intricacies of the SAMR model offers educators a comprehensive
lens to evaluate and enhance their approach to technology integration. However, it’s
paramount to remember that while the SAMR Model serves as a powerful reflective tool
for assessing the depth of technology integration, it isn’t an infallible solution to every
educational challenge.

The sheer integration of advanced tech tools, even at the upper tiers of the
SAMR model, doesn’t necessarily correlate with higher cognitive learning. A case in
point is the use of advanced tools like Google Maps. Without a well-defined educational
objective that pushes learners to higher realms of Bloom’s Taxonomy, even the most
sophisticated tool risks being mere window dressing without the substantive educational
depth.

Furthermore, the integration of technology doesn’t mandate its ubiquitous

presence in every classroom scenario. For educators operating without a one-to-one
device ratio, the essence of technology can still be distilled through innovative
methods like small-group student rotations or by optimizing a singular device for
collaborative student engagement. After all, the technology’s core value lies not in its
omnipresence but in its judicious application. The onus remains on the educators, the
architects of curricula, to harness technology’s potential without sidelining their
expertise in content and pedagogy.

Initiating the journey of tech integration in education can seem daunting.

However, educators needn’t be overwhelmed with the prospect of an overarching
overhaul. Starting with small, incremental steps can be the key. Perhaps it begins with
tweaking an existing lesson, integrating technology at the foundational “Substitution” or
“Augmentation” levels. With time and confidence, layers of complexity can be added,
navigating through the more transformative realms of “Modification” and “Redefinition.”

It’s essential to understand that certain learning experiences might be perfectly

optimized at the enhancement stages and don’t necessarily require escalation to
transformational tiers. The SAMR model, in its essence, underscores an adaptive,
reflective approach, urging educators to continuously evolve and align their methods
with the evolving landscape of technology in education.