A Beginner’s Guide

to SAMR Model

schoology.com 1 800-749-2590
 What is the SAMR model?

The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of
classroom technology integration. The letters “SAMR” stand for Substitution, Augmentation, Modification,
and Redefinition. The SAMR model was created to share a common language across disciplines as teachers
strive to help students visualize complex concepts.

R Redefinition

Transformation
Technology allows for the creation of new
tasks, previously inconceivable

M Modification
Technology allows for significant task redesign

A Augmentation

Enhancement
Technology acts as a direct substitute, with functional
improvement

S Substitution
Technology acts as a direct substitute, with no functional
change

While it’s often visualized as a ladder or staircase as above, this can be misleading because Substitution (the
bottom of the ladder) is sometimes the best choice for a particular lesson. This is why it’s better to think
of the SAMR model more as a spectrum. On one end technology is used as a one-to-one replacement for
traditional tools, and on the other end technology enables experiences that were previously impossible
without it.

Regardless of how you visualize it, the SAMR framework can be a simple and effective way to assess how you
are incorporating technology into your instruction.

The SAMR model is made up of four steps—Substitution, Augmentation, Modification, and Redefinition.
Substitution and Augmentation are considered “Enhancement” steps, while Modification and Redefinition
are termed “Transformation” steps.

Think of the difference between seasoning an old family recipe (Enhancement) and creating an entirely new,
original dish (Transformation). Susan Oxnevad referred to this movement across the spectrum as “teaching
above the line.”

schoology.com 2 800-749-2590
 At this stage, technology is directly substituted for a more traditional one. It is a simple, bare-bones, direct
replacement. For example, if you are teaching a government lesson on the Constitution, you might use
an electronic or web-based version of the document instead of a hard copy. Students might also answer
questions about the Constitution using a Microsoft Word instead of filling out a worksheet.

Substitution might also include a student using Keynote, PowerPoint, Prezi, Slides, or a similar program to
present information about an article or amendment to the class.

In this step, you ask yourself what we stand to gain by replacing traditional tools with technology. Invariably,
some situations will be better served with pen and paper.

The technology is again directly substituted for a traditional one, but with significant enhancements to the
student experience. In other words, you ask yourself if the technology increases or augments a student’s
productivity and potential in some way.

Returning to the Constitution example, a student might augment a presentation on, say, the 14th
Amendment with a video clip of how equal protection under the law was enforced during school
desegregation. It could also include interactive links to relevant supreme court decisions, such as Plessy v.
Ferguson or Brown v. Topeka Board of Education.

In this stage, you are beginning to move from enhancement to transformation on the model. Instead of
replacement or enhancement, this is an actual change to the design of the lesson and its learning outcome.
The key question here—does the technology significantly alter the task?

A student presenting research on the 14th Amendment, to continue our example, might create his or her own
unique graphic organizer for the class that not only includes the usual multimedia resources but represents
a new product or synthesis of existing material. As another example, a group of students might collaborate
in a cloud-based workspace to propose a modern definition of equal protection under the law and solicit
feedback on their proposals from classmates.

You ask yourself if the technology tools allow educators to redefine a traditional task in a way that would not
be possible without the tech, creating a novel experience.

For example, after completing their group work and soliciting feedback from classmates (both tasks that
could be completed “offline” although arguably not with the same experience as in the modified format),
students could utilize technology to network with students several states away to see how regional
differences impact how others think about the Constitution.

Taking it a step further, students could even interact in real time with citizens in another country to examine
key differences in constitutional philosophy and law. This can bridge the gap between K-12 and higher

schoology.com 3 800-749-2590
 education as it did in this digital citizenship project.

SAMR and Bloom’s Technology

Many educators use the SAMR model and Bloom’s Taxonomy in tandem to make their technology integration
more purposeful. It’s a common mistake, however, to conflate the two models and think that deeper
technology integration (the M and R in SAMR) lead to higher order thinking skills defined by Bloom. This is
simply not the case.

Create
Bloom’s Taxonomy is a
Evaluate
hierarchical ordering of
Analyze cognitive skills that can,
Apply among countless other uses,
help teachers teach and
Understand
students learn.
Remember
Bloom’s Taxonomy

So while it may be useful to use SAMR and Bloom’s Taxonomy to better flesh out your instructional strategy,
keep in mind that they were designed for very different purposes.

When you hear the acronym SAMR, it’s mostly in the context of the classroom. But SAMR is a useful
framework for integrating technology beyond the classroom as well. In fact, thoughtfully using the
framework in faculty meetings, observations, and other everyday activities can increase their effectiveness
and model SAMR best practices for participants.

Putting SAMR Model into Context

The buzzwords on everyone’s lips for the last decade plus have been “21st-century learning.” Educators talk
about incorporating technology into lessons on a regular basis, but are you doing it in a meaningful way?

Simply substituting an eBook for a textbook isn’t going to cut it. It’s important to be purposeful in how you
integrate technology into your instruction and not do it simply for technology’s sake.

schoology.com 4 800-749-2590
 Just don’t fall into that ever-present trap of thinking that Redefinition is the goal or the best approach in all
cases. Remember: SAMR is a spectrum. Substitution can be your best option for a particular setting. But if the
entire instructional approach consists of digitizing your resources without enhancing them—that textbook to
ebook transition—then it may be time to evaluate why you’re using technology in the first place.

SAMR Model Examples in Action

Substitution Augmentation Modification Redefinition

Students share links

Students write using
Students use the to their writing with Students self-publish
a digital tool—such as
Writing Google Docs—
editing tools in peers. Classmates their writing to a blog,
Assignment Google Docs to review peer edit and leave publication, or LMS
instead of paper and
their own work. feedback on each platform.
pencil.
other’s Google Docs.

Students click words

Students have access to hear pronunciation
Students read text to more relevant or see visual Students read text
Reading online rather than in a information with links descriptions in order using audio and video
Assignment physical book. within text to other to have a deeper tools and animations.
websites. understanding of the
text.

Students use their

information gathered
Students use Google Students bookmark Students annotate in their research and
Research to research webpages from their and compare/contrast comparisons to
Assignment information instead search for future bookmarked develop an original
of an encyclopedia. reference. webpages. work with links back
to the original
webpages (sources).

Students share
Students create a Students incorporate Students use audio
presentation
slideshow on images, video, and and video or
Presentation online via LMS or
Powerpoint or sound to their animation to create a
another digital tool,
Keynote. slideshow. video presentation.
such as YouTube.

schoology.com 5 800-749-2590
 Conclusions

The truth is many school environments still look, feel, and consist of the same activities as they did well
before computers and the internet were invented. As Alan November explained in his NEXT keynote address,
“We should be designing assignments that students can’t Google.” Project RED also cites that among the
many benefits of properly implemented technology are redefined student experiences and transformed
intervention strategies.

Layering technology into antiquated tasks isn’t going to improve the learning experience. But purposefully
altering the substance of these tasks to address the skills students need today (and those they’ll need
tomorrow) will improve learning.

About the Author

Learn more about how Schoology
Lauren Davis
can help schools improve learning
Edtech Copywriter + Editor
for students Lauren is a former English teacher and
Instructional Coach turned Edtech
Copywriter and Editor. Visit her at
laurenjdavis.com.
LEARN MORE

schoology.com 6 800-749-2590