Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
Students build networks and customize their learning environments in ways that support the learning process.
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
No “level” of SAMR (pronounced SAM-“ARE”, according to its creator) is greater than the other. What matters is the appropriate use of the tool. SAMR is a tool to recognize the depth of technology utilization. Substitution and Augmentation mirror the functionality non-digital tools for learning. Modification and Redefinition describe some drastically or totally novel learning activity.
None of these levels are fully concrete as how the tool is utilized determines the level, not the tool itself. In other words, just because a stripe on this site is labeled one way with the example, it does not mean that it can only be one of those. The editors of this site may not have thought of a way to use the tool that deeply. Please feel free to suggest examples. Remember the purpose of models like the SAMR model is to get educators thinking about deepening their practice (see Ruben Puentedura’s Common Sense Education interview video below).
Utilizing tech to automate some of what we do in the classroom is good, making our classroom more efficient (enhancement). When tech allows us to do something never done before, it is transformational.
Let’s hear about SAMR from the creator, Ruben Puentedura.
Technology acts as a direct tool substitute, with no functional change.
Examples: SmartBoard as a teaching tool; type an assignment; draw an illustration; XtraMath; Accelerated Reader; use the Internet to access info, links, and bookmarks, using a digital portfolio for storage; read along while listening to an audio recording of a book, use Google Maps instead of an atlas.
Technology acts as a direct tool substitute with functional improvement.
Examples: create multimedia presentation; use Smartboard as a learning tool; find, evaluate, analyze online information; editing or embedding media; use of variety of media for instruction; create a book review using various add-ons such as speech recognition; use iBooks to read and annotate a text using the built-in dictionary etc.; iReady instruction and assessment; IXL Math.
Students communicate with others about their learning.
Examples: students plan, film, edit, and publish a video/ podcast; students use advanced features on Smart Board like linking and recording; students categorize, tag, classify, organize, and share digital info; students use google classroom to post book reviews while receiving peer feedback and participate in discussions about their book; create an interactive book that has images, videos and links to websites; create a screen cast showing how to find angles in a triangle; use Kidblog to extend a discussion about the book being read in class.
Technology allows for the creation of new tasks, previously inconceivable.
Students use online tools to display the results of their work, to compare results, and to develop deeper levels of understanding. Media gives students an online stage with a real audience.
Examples: Students create SmartBoard resources and lessons; students create a digital portfolio that is reflective; use Animoto to create a 30-60 second book trailer and turn the URL of their trailer into a QR code for back of book for other students to access; participate in a Global Read Aloud project using Skype.
Describe current lesson non-tech integrated lesson plan: Independent vs. Dependent Events
Technology acts as a direct substitute, with no change in the teaching or learning task. Ex: Reading a PDF on a tablet.
Technology provides some functional improvement, perhaps making a task more efficient or easier to complete. Ex: Reading an ebook that allows the reader to highlight, bookmark, and share notes.
Technology alters the task significantly, providing functionalities that allow the teaching or learning task to be completed in a different way. Example: Reading an interactive book that includes videos, links, and discussion threads to learn more.
Technology provides new opportunities for teaching or learning that were previously not possible. Ex: Participating in a global book club, with video read-alouds across multiple countries and book discussions on social media.