SAMR Model-An Easy Framework for Incorporating Technology

This week I'll be looking at the SAMR model of technology inclusion in the classroom developed by Dr. Ruben Puentedura. 

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The SAMR model is a framework for teachers to consider when integrating the use of technology in the classroom.  There are four steps to the SAMR model: Substitution, Augmentation, Modification, and Redefinition.  The Substitution and Augmentation levels use technology to provide enhancement of the lessons, but don't fundamentally change the expectation of a lesson or the way it is taught. In these lessons, learning is generally still teacher-centric and the students are using specific, teacher-provided technology tools to complete standard assignments in a slightly different way.

As teachers become more comfortable and familiar with including tech in their lessons, they move into the transformation phases of Modification and Redefinition. Lessons that meet these criteria use tech skills and resources to create new lesson ideas and plans that are not possible without using technology. Typically, these lessons ask students to complete more complex tasks and use technology to make some fundamental changes to the lesson objectives, elevating students' learning to higher levels. These lessons tend to be less teacher-centric and instead ask students to create their own new processes and/or materials to demonstrate their understanding. 

Substitution: 

In the Substitution Level, students use technology to directly replace a more traditional paper and pencil task. In these lessons the learning outcomes have stayed the same, but the method of achieving them has changed. 

As an example, students might make a Google Slides or PowerPoint presentation to display information about a topic instead of creating a poster board. 

Augmentation: 

At the Augmentation Level, students still substitute technology for a more traditional task, but at this level the technology offers a dramatic improvement to the lesson. (What qualifies as dramatic improvement is of course debatable). 

For example, students could still make a Google Slides presentation as they did above, but they might also narrate it, or provide interactive links to additional resources. 

Modification: 

In the Modification Level, teachers are moving from enhancing lessons to transforming them. Teachers are beginning to make fundamental changes to the lesson and its learning outcome with the technology. 

For instance, students could collaborate on their Google Slides and share them with classmates to receive feedback. Or they could work to create their own digital images to embed in the presentation. 

Redefinition:

In the Redefinition Level, the teacher has used technology to completely transform the lesson which increases the level of depth and rigor the student is working at. This level is the ultimate goal of lesson planning, not necessarily because it incorporates the best use of technology, but because it provides the best student learning experience. 

For example, instead of the basic presentation created in the Substitution model, students could create a video, virtual field trip, or interactive website to demonstrate what they have learned on a topic. 

Reflection:

I like the SAMR model because while it encourages teachers to move along the continuum to the transformation stage, it doesn't state unequivocally that lessons in the enhancement level should re-evaluate their use of technology like some of the other frameworks do. I like that it provides guidance on ways to challenge teachers to move their lessons to a higher plane, but also acknowledges the smaller steps that teachers are taking during the Substitution and Augmentation levels of their journey. 

The SAMR model is also a great place to start as a coach because it's commonly used and there are many examples online to provide as references. It's also nice to show more hesitant teachers that there are some small, easy steps they could take that would help them begin to meet technology standards in their classrooms.

Personally, I find that most of my technology lessons have moved into the Augmentation level, but as I gain familiarity with some of the new apps and extensions we have available I am moving into the Modification level.  As an English teacher it was a pretty quick and painless step to ask students to type essays and assignments instead of handwriting them which made it easy to substitute word processing for paper and pencil. And then it was just a few clicks to have students use spell check, thesaurus , and bibliography generating features that are easily available for Augmentation. I have also recently added Google Read&Write which is incredibly helpful with picture dictionaries for ELL students, read alouds for IEP students, and the collect highlights feature which is my favorite for research. I have begun to rethink some of my units and some lessons that could move into the Modification level. I dabbled a little in some hyperdoc creation last year which was fun, but challenging, and my class also played a lot with Google Maps while we read our class novel The Watsons Go To Birmingham. Students mapped the Watsons journey from Flint to Alabama and created their own interactive MyMap. I have not had many (any?) experiences that I would categorize as being at the Redefinition level yet. But my confidence with video apps and online sharing is growing so I'm hoping that can happen this year.