The SAMR Model

  • This model, created by Dr. Ruben Puentedura is designed to identify how technology impacts the tasks associated with teaching and learning. It is intended to identify the functional change in student performance as a result of the technology integration.

    Substitution: In this stage, teachers and students use technology to replicate old activities and procedures with technology. Typical of this level would be converting a worksheet into an electronic format, or changing a product from a physical format such as a poster or a timeline to an electronic equivalent. At the substitution level, the task stays the same.

    Augmentation:The technology adds a functional improvement to the existing process or activity. This could be using a Google Doc instead of a traditional word processing program to write collaboratively, or leveraging features such as text-to-speech to enhance the reading or writing process. The task stays the same at the augmentation level, but it is functionally improved.

    Modification: Because of the capabilities afforded by the technology, the process of instruction, or the expression of learning, can be changed, improved or altered in meaningful way. Rather than type an essay, students might visually depict a concept, create a multi-media journal, or screencast their thinking. The learning activity is modified and re-designed because of the technology.

    Redefinition: The technology allows classroom tasks to be substantively redesigned, allowing for the creation of new tasks and expressions of learning that were formerly impossible. These new learning activities typically include the creation of new learning artifacts, collaboration, and publishing. Concepts such as App Smashing or Chrome Smashing result as teachers and students show their understanding in ways that were previously inconceivable.