University of the Cordilleras

Second Trimester, School Year 2020-2021

MED 501
Content and Material Development with ICT Integration
 UNIT 2

Unit Title
Technology Integration Frameworks: The Substitute, Augment, Modification, and
Redefinition (SAMR)

Unit Topics
Below are the topics covered in this learning material.
1. What is SAMR?
2. Working with SAMR and Bloom’s Technology
3. Uses of SAMR

Unit Objectives
At the end of this unit the student can:
1. discuss the different levels of technology integration in the classroom using
SAMR,
2. evaluate a school, the administrators, the students, and self on the level of
technology integration using SAMR, and
3. propose a plan for successful technology integration in the learning and
teaching processes.

Unit Content
1. What is SAMR
SAMR was developed by Dr. Ruben Puentedura to classify the integration of
technology in the classroom.

Image: © Dr. Ruben Puentedura

 SAMR is divided into two groups: the enhancement group and the
transformation group. The enhancement group is classified further into
substitution and augmentation while the transformation group is further
classified into modification and redefinition.

Enhancement
Enhancement is the process of integrating technology in the classroom to
aid in the teaching and learning processes. Traditional tools are replaced or
supported by technology however the design of the lessons and outcomes
are still traditional.

Substitution is the stage of technology integration in the classroom where

students and teachers use technology to replace traditional tools such as
pen, paper, chalk, and the board. Students may use Microsoft Word to take
notes and teachers may use Microsoft Powerpoint to present lessons. Yet,
the design of the lesson and the objectives are still the same as the
traditional paper and pen, and chalk and board approach. Technology
does not play an important role in the teaching and learning processes.

Augmentation is the stage of technology integration in the classroom

where students and teachers use technology to replace traditional tools and
gain minimal improvement in the teaching and learning processes and
experience. Enhancement to traditional teaching and learning processes is
experienced such as the use of Microsoft Word to check grammar, the use
of Microsoft Excel to conduct complex calculations, and the use of Google
to look for additional references that are not available in the library.
Technology provides a slight enhancement in the teaching and learning
processes.

Transformation
Transformation is the process of using technology to go away from the
traditional design of lessons and outcomes. Learning and teaching
experiences that are not possible through technology are achieved such as
real-time discussions among students and teachers from different cities on a
topic.

Modification is the stage of technology integration in the classroom where

students are expected to have higher autonomy in learning. Technology is
no longer a replacement or enhancement of traditional tools. Technology is
integrated as a component of the design of lessons and the objectives.
Lessons are designed in such a way that students are expected to
accomplish several learning objectives through the use of technology.
Students and even teachers can collaborate, and store and share resources
online.
 Redefinition is the absolute integration of technology in the classroom.
Lessons and objectives are designed to incorporate the use of technology in
the teaching and learning processes. Students can go beyond the four walls
of the classroom and experience learning from the local community,
national settings, and even international venues. Classes are not bounded
by the physical learning space such as classrooms and by defined time or
schedule. Thus, learning and teaching can be done anytime and anywhere
through the use of technology.

It may be noted that the ultimate goal is to achieve redefinition in the

integration of technology in the classroom but it is also important to note
that all four classifications of technology integration have their advantages
and disadvantages.

2. Working with SAMR and Bloom’s Taxonomy

Several authors have presented the idea that SAMR and Bloom’s
Taxonomy can be mapped. Below are some examples of ideas on
integrating the two models.

Image: © Dr. Ruben Puentedura

Dr. Puentedura proposed that integrating technology in the classroom

can be coupled with achieving the different levels of learning based on
Bloom’s Taxonomy. The idea is for teachers to integrate technology in the
classroom by starting with substitution and moving to augmentation then
modification and eventually ending with redefinition. While technology
integration in the classroom is progressing it should be coupled with
increasing the level of learning from remembering towards creating.
 Image: © Kathy Schrock

Kathy Schrock showed that Bloom’s Taxonomy can be mapped to the

different levels of technology integration in the classroom. She stated that as
teachers integrate technology in the classroom teachers should also plan
the level of learning that students should be engaged in.

It is however important to note that regardless of the technology

integration level in the classroom, lessons and objectives should be designed
to incorporate a good balance of the different levels of learning based on
bloom’s taxonomy. A higher level of learning can indeed be easily achieved
through full technology integration in the classroom but these can also be
achieved even with minimal use of technology.

3. Uses of SAMR
SAMR can be implemented in the various teaching and learning
processes. On the next pages are diagrams that show how the different
levels of SAMR can be seen in various activities in the classroom.
Image: © Schoology
 Image: © StarTime

Unit References
1. The SAMR Model of Technology Integration Article. Taken on January 31,
2021. Taken from
https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_mod
el_of_technology_integration_article.pdf
2. Schoology. ABeginner’s Guide to SAMR Model. Taken on January 31, 2021.
Taken from https://info.schoology.com/rs/601-CPX-
764/images/SAMR_Article_ebook-resources.pdf
3. SAMR Model: A Practical Guide for EdTech Integration. Taken on January 31,
2021. Taken from https://www.schoology.com/blog/samr-model-practical-
guide-edtech-
integration#:~:text=The%20SAMR%20Model%20is%20a,Augmentation%2C%2
0Modification%2C%20and%20Redefinition.

Unit Activity
Instruction: Based on your teaching experiences and observations in the school
where you are currently employed conduct a technology integration
assessment using the “SAMR Goal Setting” tool which was developed by Stacy
Olson from the Dilworth-Glyndon-Felton School District. Do the table shown
below. Provide an additional page containing your analysis of the result and
your plan of action. Submit the output in Microsoft Word format until February 9,
11:59 PM.
 Goal Level Goal Occurrence How will you Action Plan
(Substitution, Activity/Action (How often will measure (Training to
Augmentation, (What you have this progress? (Data attend,
Modification, or chosen from activity/action from Schoology, people/resources
Redefinition) the selected occur in your Google form that needed to achieve
activities below classroom, i.e. students fill out the goal)
or one you weekly, about their
have created) quarterly, etc.) classroom
experience with
your specific goal)

Rubric for Scoring the Activity:

Criteria Very Good Good Fair Points
Earned
Content 70 points 40 points 10 points
(This criterion
investigates the The output The output The output
depth of the shows realistic needs does not
knowledge and additional show any
presented in the convincing data to be effort on the
output. The output data. The more realistic part of the
should be realistic, output also and student. An
factual, and shows that the convincing. impression
convey the student was The output that
seriousness and serious, also shows submission
dedication of the dedicated, some degree was done for
student to the and devoted of seriousness, compliance.
activity.) to achieving dedication,
the expected and devotion
outcomes. but the
student can
do better.

Convention 20 points 10 points 5 points

(This criterion
investigates the Followed At most 2 More than 2
ability of the exactly the unfollowed unfollowed
student to exactly given format. format
follow the given format requirements.
format of the requirements.
output.)

Other factors 10 points 5 points 2 points

(Timeliness of
submission and The activity The activity is The activity is
overall quality and was submitted either late or late and
look of the output.) before the there are there are
deadline. The some issues issues with
output is also with the cleanliness
clean and cleanliness and
organized. and organization
organization of of the
the output. output.