SAMR (Substitution, Augmentation, Modification, Redefinition) was designed by Dr. Ruben Puentedura as a model for gauging the role of technology integration in the classroom. The model also serves as a reminder about how technology can help teachers transform the type of learning that happens in the classroom. The ideal level of technology integration is Redefinition, where your students are completing tasks and learning in ways that were impossible without technology.
Redefinition – Tech allows for the creation of new tasks, previously inconceivable
Modification – Tech allows for significant task redesign
Augmentation – Tech acts as a direct tool substitute, with functional improvement
Substitution – Tech acts as a direct tool substitute, with no functional change
Now that you have a better understanding of the SAMR Model, it is time to start applying it to the activities in the classroom. This graphic will give you an idea of what the different levels of the model may look like in the classroom. For more ideas, see the Examples page.
Applying the SAMR Model
|Redefinition||technology allows for the creation of new tasks, previously inconceivable||create and peer share a Digital art portfolio (Moviemaker) – including their digital art pieces, favorite art pieces, and analyses using elements & principles of design (The Art Zone, SmartBoard recording tools, Google Art Project, Artchive, Artists Toolkit)|
|Modification||technology allows for significant task redesign||students able to record moving art work that can be accompanied by music (The Art Zome, SmartBOard recording tools)|
|Augmentation||technology acts as direct tool substitute with functional improvement||students create motion painting art (The Art Zone – Flow)|
|Substitution||technology acts as a direct tool substitute, with no functional change||students use various paint programs to create art work on the computer such as Sumopaint|
Based on Ruben Puentedura’s SAMR model, with examples of things I am doing in my Grade 5/6 class – Visual Arts.