What is SAMR Model

The SAMR model is a way of thinking about examples of ICT and Pedagogy and moving beyond horseless carriage applications.

One model to consider when integrating technology into the classroom is the SAMR model.

The SAMR model describes a continuum of the extent to which technology is integrated in the classroom; from the enhancement of existing practices to the development and creation of new practices.

Transformation
Redefinition	Technology allows for creation of new tasks, previously inconceivable	Use of iBooks Author to create media rich ePub books
Modification	Technology allows for significant task redesign	Camera function to record oral retells, recording of reading
Augmentation	Technology acts as a direct tool substitute, with functional improvement	Basic functions of eBooks are used such as Read To Me and dictionary definitions
Substitution	Technology acts as a direct tool substitute, with no functional change	eBooks are used in reading groups
Enhancement

SAMR: Puentedura, R. R., Ph.D., SAMR model.

The SAMR model enables teachers to gauge how technology is utilised in classrooms. The ratings are influenced by teacher’s comfort with the technology. The focus is on what can be done with the technology. The model is premised on ICT as a tool for learning not a substitute for a teacher.

Technology integration can be considered on a continuum - moving from substitution to redefinition of classroom activity.

Substitution is when the use technology is used as a direct substitute for existing classroom practices. It is doing the same task with the introduction of technology but without any modification of the task. For example, using a notetaking application on the iPad to draft a document rather than handwriting with paper and a pencil.

Augmentation involves some functional improvement but is still a direct tool substitute. The task has not changed but been enhanced slightly. For example, using some of the iPad’s built in tools such as the thesaurus, dictionary or speak mode to augment the classroom task.

If technology integration remains in the substitution and/or augmentation level, classroom workflows will only be slightly enhanced. Students may be engaged whilst using technology in the classroom but the use of the device remains defined and limited.

Modification involves giving students a different kind of task. For example, using multimedia and adding sound and video.

Redefinition is doing something that was inconceivable without technology and gives students a stage. For example, creating a digital storybook to share with students across the classroom, school or world.

When technology is used in this way it leads to the transformation of classroom and student workflows and the technology is used in its most effective form.