SAMR Model

Introduction

Technology can transform student learning. How can we make this happen? How can we avoid the scenario when a class set of iPads is nothing more than expensive digital worksheets?

The SAMR model, developed by Dr Ruben Puentedura, considers these issues, focusing on the intersection of technology and pedagogy. Each letter of the model stands for a layer, with the first two focusing on enhancing the learning task while the next two layers focusing on actual transformation of learning.

Substitution: With substitution, the technology acts as a direct substitute with no significant change. A student typing an essay on a computer is merely swapping out paper for a laptop.

Augmentation: With augmentation, the technology acts as a substitution with some functional improvement. So that same essay is now done on the google document with the ability to have classmates leave comments on one another’s work.

Modification: With modification, technology allows for significant task redesign. So that same essay is now a blog post. Students are doing research online, editing on a shared document, and publishing to an authentic audience. It is no longer an essay. It is an article crafted for the world.

Redefinition: With redefinition, the technology allows for new tasks that were previously inconceivable. So that same essay is now a multimedia package. Students are not only researching online, but connecting with experts through video conferencing. They are co-writing their posts with a digital blogging cohort from around the world. They are producing not only a blog post but also a corresponding podcast and an edited video.

These steps are progressively more transformative in facilitating communication, application, and creation of content necessary for transformative learning. I have prepared an infographic to summarize this information: