The Substitution, Augmentation, Modification and Redefinition (SAMR) model (Figure 1), created by Dr Puentedura (2015), is a hierarchical technology integration framework. When designing learning activities, educators can use the model to identify the impact of the technology used which can either enhance or transform learning. The idea of the model is to shift teaching practices over time from the Substitution to the Redefinition stage.
Figure 1 Substitution, Augmentation, Modification and Transformation: The SAMR Model
Source: ResearchGate
As a framework, the simplicity and agency that SAMR provides have, and continues to be appealing factors for educators looking to integrate technology (Hamilton et al., 2016; Magana, 2017). The tiered nature of SAMR provides opportunities for incremental teacher growth from Substitution to Redefinition.
When first adopting the SAMR model, I was able to identify technology tools at different stages or tiers that were relevant to the learning context. For example, according to my interpretation, using a tool such as Blogger afforded my Grade 4 & 5 students with transformative learning experiences that were previously inconceivable without the use of technology.
The SAMR model has been criticized by many in the education field for a number of reasons. Firstly, as Magana points out, “meaningful technology integration framework can guide how educators think about, enact, and communicate educational innovation with technology to more reliably impact student learning” (2017, The Importance of Frameworks section, para 1). With a technology-centric focus rather than learning, the SAMR model falls short in terms of its pedagogical considerations when integrating technology (Hamilton et al, 2016; Magana, 2017; McLeod & Graber, 2018). In my Blogger example, this tech tool afforded students opportunities to share globally, visualize their learning journey and connect with others. But, was the learning actually transformative? Experts point out that it is conceivable to achieve Redefinition, yet have little impact on student learning.
Another issue with the SAMR model relates to the interpretation of what it means to be at any of the four identified stages. McLeod & Graber (2018) highlighted the challenges that experienced technology integrationists had in agreeing upon the specific stages. A quick Google Image search for “SAMR Model” results in a myriad of conflicting metaphors. McLeod & Graber acknowledge models like SAMR are “useful mental models, they don’t usually help educators know what to do differently” (2018, Current Frameworks section, para 10).
SAMR can be described as a technology continuum, not a learning one. Its strength is the simplicity and flexibility that it provides educators as they look to leverage technology in the hope of enhancing and transforming learning. To use this model to impact student learning, I would recommend focusing on learning outcomes first, then have a critical look at what technologies can be leveraged to support this.
Massey Course Outcomes
Foundations of Digital Education (261.764)
Identify and synthesize key concepts and principles underpinning contemporary practices in digital education.
Critically evaluate links between the theoretical foundations of digital education and situated practice.
Critique the benefits and challenges associated with using digital technologies in contemporary, complex learning situations.
Teaching & Digital Education (261.766)
Reflect on the central concepts, theories, and current areas of debate in the study of teaching with digital technologies.
Analyse and critique the roles and responsibilities of an educator in digitally-enhanced formal and informal learning situations.
Apply knowledge of contemporary learning theories and digital technologies to plan, and design a teaching resource applicable to formal or informal learning situations.
Bibliography & References
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441
Kolb, L. (2017). Learning first, technology second: The educator's guide to designing authentic lessons. International Society for Technology in Education.
Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. [Kindle version]. Retrieved from http://www.amazon.com
Puentedura, R. (2015). SAMR: A Brief Introduction [Blog post] Retrieved from http://hippasus.com/blog/archives/227
McLeod, S., & Graber, J. (2018). Harnessing technology for deeper learning. [Kindle version]. Retrieved from http://www.amazon.com
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