{"id":1762,"date":"2023-09-20T04:39:02","date_gmt":"2023-09-20T04:39:02","guid":{"rendered":"https:\/\/educationaltechnology.net\/?p=1762"},"modified":"2023-09-20T04:39:11","modified_gmt":"2023-09-20T04:39:11","slug":"samr-model-substitution-augmentation-modification-and-redefinition","status":"publish","type":"post","link":"https:\/\/educationaltechnology.net\/samr-model-substitution-augmentation-modification-and-redefinition\/","title":{"rendered":"SAMR Model: Substitution, Augmentation, Modification, and Redefinition"},"content":{"rendered":"\n<p>When integrating technology into education, the SAMR model serves as a foundational guide. Crafted by <em>Ruben R. Puentedura<\/em>, SAMR offers educators a structured way to think about incorporating technology effectively. It stands for \u201c<strong>Substitution<\/strong>, <strong>Augmentation<\/strong>, <strong>Modification<\/strong>, <strong>Redefinition<\/strong>.\u201d Each of which delineates different stages of technological involvement in the classroom.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><a href=\"https:\/\/educationaltechnology.net\/wp-content\/uploads\/2023\/09\/samr-steps.png\"><img loading=\"lazy\" decoding=\"async\" width=\"1280\" height=\"720\" src=\"https:\/\/educationaltechnology.net\/wp-content\/uploads\/2023\/09\/samr-steps.png\" alt=\"The Samr Model steps\" class=\"wp-image-1767\" srcset=\"https:\/\/educationaltechnology.net\/wp-content\/uploads\/2023\/09\/samr-steps.png 1280w, https:\/\/educationaltechnology.net\/wp-content\/uploads\/2023\/09\/samr-steps-300x169.png 300w, https:\/\/educationaltechnology.net\/wp-content\/uploads\/2023\/09\/samr-steps-1024x576.png 1024w, https:\/\/educationaltechnology.net\/wp-content\/uploads\/2023\/09\/samr-steps-768x432.png 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\" \/><\/a><\/figure><\/div>\n\n\n<p>The SAMR model acts as a beacon for educators, nudging them to contemplate their decisions around incorporating technology in their lessons. It pushes them to delve deep into the rationale and methodology behind each tech inclusion. With consistent engagement and reflection, teachers find themselves not just becoming tech-savvy, but also refining and advancing their instructional methods. This journey, while enhancing their ease with technology, also fosters a progressive shift in their pedagogical perspectives, ensuring an optimal learning environment for students.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Substitution:<\/h2>\n\n\n\n<p>At the starting point of Puentedura&#8217;s framework is the principle of &#8220;Substitution.&#8221; In this phase, technology is employed as a direct stand-in for another tool without fundamentally changing the task at hand. Think of it as swapping out traditional tools with their technological counterparts. For instance, instead of penning down thoughts with a traditional pen and paper, one might use a word processor. The essence of the task remains the same, but the tools change.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Examples:<\/h3>\n\n\n\n<ul>\n<li>Students, rather than completing worksheets manually, print them, fill them out, and submit them.<\/li>\n\n\n\n<li>Using <a href=\"https:\/\/educationaltechnology.net\/webquest-an-inquiry-oriented-approach-in-learning\/\">Webquests<\/a>. <\/li>\n\n\n\n<li>Students type their assignments instead of handwriting.<\/li>\n\n\n\n<li>Digital textbooks come into play, replacing their physical counterparts.<\/li>\n\n\n\n<li>Quizzes, which were previously paper-based, are now conducted through Learning Management Systems like Canvas.<\/li>\n\n\n\n<li>The age-old classroom discussion, usually face-to-face, shifts to online discussion boards.<\/li>\n\n\n\n<li>Traditional lectures undergo a metamorphosis into video lectures.<\/li>\n\n\n\n<li>Submitting assignments changes from handing in physical copies to email or digital platforms.<\/li>\n<\/ul>\n\n\n\n<p>When educators initially venture into the realm of tech integration within the classroom, they often find &#8220;Substitution&#8221; to be the most accessible and straightforward application. The core essence of teaching and learning doesn&#8217;t undergo a transformation at this stage. For instance, a student who previously wrote essays by hand might now type them out in a digital document. Or the act of reading could transition from a physical book to an e-book. <\/p>\n\n\n\n<p>While Substitution is just the first rung on the ladder of tech integration, it brings with it its own set of advantages when implemented thoughtfully. The guiding question for educators at this juncture should be: &#8220;What will I gain by replacing the task with technology?\u201d<\/p>\n\n\n\n<p>See also: <a href=\"https:\/\/educationaltechnology.net\/backward-design-understanding-by-design\/\">Backward Design<\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Augmentation:<\/h2>\n\n\n\n<p>Following the initial stage of \u201cSubstitution,\u201d we journey into the realm of \u201cAugmentation.\u201d Here, technology isn\u2019t just replacing traditional tools, but it\u2019s enhancing them, adding a layer of improvement to the learning experience. It\u2019s like taking a basic list and transforming it into an interactive digital timeline, making the information not only accessible but also visually appealing and engaging.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Examples:<\/h3>\n\n\n\n<ul>\n<li>Where students might have once taken a quiz with pencil and paper, they now interact with dynamic quizzes through platforms like Google Forms.<\/li>\n\n\n\n<li>Students are empowered to use the internet for independent research on a subject.<\/li>\n\n\n\n<li>Survey tools come into play, facilitating the gathering of diverse opinions and data.<\/li>\n\n\n\n<li>The static whiteboard gets a digital makeover as students engage with interactive whiteboard applications.<\/li>\n\n\n\n<li>Traditional slide presentations evolve, with students utilizing tools like PPT, Pages, Prezi, and Sway to craft engaging content.<\/li>\n\n\n\n<li>Bookmarking undergoes a transformation too. Platforms like Pinterest, Diigo, Digg, and Flicker allow students to curate, catalog, and compile valuable resources in a more organized and visually appealing manner.<\/li>\n<\/ul>\n\n\n\n<p>At its heart, Augmentation enhances the original task with a technological boost. It\u2019s like giving a textbook the ability to interact, showcase multimedia, and even provide real-time feedback. The primary focus here is on amplifying the learning experience, leveraging technology to introduce elements that wouldn\u2019t be possible with traditional tools. The critical reflection for educators during this phase is, \u201cDoes the technology add new features that improve the task?\u201d<\/p>\n\n\n\n<p class=\"has-theme-palette-7-background-color has-background\">During these first two parts of the framework, while the foundational purpose of the task remains consistent, technology amplifies its impact, making learning more engaging, interactive, and dynamic. Substitution and Augmentation are seen as enhancements, not integration.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Modification:<\/h2>\n\n\n\n<p>Progressing further into Puentedura\u2019s structured framework, we arrive at the \u201cModification\u201d stage. Here, technology doesn\u2019t just enhance the original task \u2013 it triggers a significant overhaul, introducing dynamic, interactive elements that reshape the learning endeavor. It\u2019s about leveraging technology to not just complement but restructure the educational experience, paving the way for innovative approaches.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Examples:<\/h3>\n\n\n\n<ul>\n<li>Envision students crafting an essay themed \u201cAnd This I Believe\u2026\u201d. Rather than a mere written submission, they now incorporate audio narrations complemented by personally curated musical backdrops.<\/li>\n\n\n\n<li>Traditional presentations transform into multi-faceted <a href=\"https:\/\/educationaltechnology.net\/wikis-in-education\/\">Wiki<\/a> pages, enriched with hyperlinks, multimedia, and dynamic content.<\/li>\n\n\n\n<li>Class interactions are no longer confined to the physical classroom. Digital boards foster peer-to-peer learning, allowing for reflective writing and collaborative discussions.<\/li>\n\n\n\n<li>The conventional classroom setting is <a href=\"https:\/\/educationaltechnology.net\/flipped-classroom\/\">flipped<\/a>. Students watch video lectures as homework, and the actual classroom time is dedicated to activities and direct interactions.<\/li>\n\n\n\n<li>Collaboration gets a digital boost. Tools enabling shared knowledge and collective creation, like digital whiteboards, become essential assets.<\/li>\n<\/ul>\n\n\n\n<p>At the \u201cModification\u201d stage, the integration of technology results in a profound redesign of the initial task. To reflect on this shift, educators should ask: \u201cDoes the task significantly change with the use of technology?\u201d As an example, consider the use of Flipgrid mentioned in the original text. When students post video reactions to their peers\u2019 content, it creates an opportunity for dialogues beyond the classroom walls. A solitary video post evolves into a dynamic interaction when students engage with their peers\u2019 insights and offer their own perspectives. <\/p>\n\n\n\n<p>Incorporating peer feedback on platforms like Flipgrid not only enriches student engagement but also emphasizes critical thinking and constructive feedback, showcasing the transformative nature of the \u201cModification\u201d phase.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Redefinition:<\/h2>\n\n\n\n<p>As we navigate further into Puentedura\u2019s insightful framework, we reach the pinnacle: the \u201cRedefinition\u201d stage. Here, the integration of technology doesn\u2019t just modify or enhance the task\u2014it utterly transforms it. Redefinition propels learners into previously uncharted territories, fostering innovative outputs and previously unimaginable avenues of exploration. It\u2019s the realm where technology enables experiences that are entirely new and were impossible without its intervention.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Examples:<\/h3>\n\n\n\n<ul>\n<li>Imagine a classroom being tasked to produce a documentary video, shedding light on core academic concepts. Here, students collaborate in teams, each focusing on unique subtopics. They\u2019re not just bound to textbooks; they\u2019re actively reaching out to external sources, integrating diverse insights to produce a comprehensive final product.<\/li>\n\n\n\n<li>Another example could be a classroom in Spain wanting to bridge the cultural gap. A Spanish instructor, instead of sticking to traditional lessons, organizes a real-time language exchange with a class in the U.S., all orchestrated on a platform like Padlet. This not only enhances language skills but offers a rich tapestry of cultural exchange and mutual understanding.<\/li>\n\n\n\n<li><a href=\"https:\/\/educationaltechnology.net\/concept-maps-and-how-to-use-them\/\">Concept mapping<\/a> isn\u2019t just about sketching ideas on paper anymore. Students now utilize advanced mind mapping tools to visualize and interconnect complex ideas.<\/li>\n\n\n\n<li>Collaborative documentation sees a revolution. Wikis enriched with multimedia content become the norm, emphasizing the collective over the individual.<\/li>\n\n\n\n<li>Animated storytelling tools like Powtoon, Animoto, and VideoScribe allow learners to narrate stories and present concepts in vibrant, animated visuals.<\/li>\n<\/ul>\n\n\n\n<p>The essence of the \u201cRedefinition\u201d stage lies in the creation of entirely new tasks and experiences. To encapsulate this, educators are prompted to reflect: \u201cDoes the technology allow for creation of a new task previously inconceivable?\u201d At this juncture of the SAMR model, educational practices ascend to the upper echelons of <a href=\"https:\/\/educationaltechnology.net\/blooms-taxonomy\/\">Bloom\u2019s taxonomy<\/a>, emphasizing higher-order cognitive skills.<\/p>\n\n\n\n<p>Embracing \u201cRedefinition\u201d means not just adapting to technology but allowing it to be the catalyst for groundbreaking educational paradigms, reshaping how knowledge is conveyed, absorbed, and applied.<\/p>\n\n\n\n<p>See also: <a href=\"https:\/\/educationaltechnology.net\/kirkpatrick-model-four-levels-learning-evaluation\/\">Kirkpatrick Model: Four Levels of Learning Evaluation<\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Conclusion:<\/h2>\n\n\n\n<p>Delving into the intricacies of the SAMR model offers educators a comprehensive lens to evaluate and enhance their approach to technology integration. However, it\u2019s paramount to remember that while the SAMR Model serves as a powerful reflective tool for assessing the depth of technology integration, it isn\u2019t an infallible solution to every educational challenge. <\/p>\n\n\n\n<p>The sheer integration of advanced tech tools, even at the upper tiers of the SAMR model, doesn\u2019t necessarily correlate with higher cognitive learning. A case in point is the use of advanced tools like Google Maps. Without <a href=\"https:\/\/educationaltechnology.net\/how-can-we-align-learning-objectives-instructional-strategies-and-assessments\/\">a well-defined educational objective<\/a> that pushes learners to higher realms of <a href=\"https:\/\/educationaltechnology.net\/using-blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach\/\">Bloom\u2019s Taxonomy<\/a>, even the most sophisticated tool risks being mere window dressing without the substantive educational depth.<\/p>\n\n\n\n<p>Furthermore, the integration of technology doesn\u2019t mandate its ubiquitous presence in every classroom scenario. For educators operating without a one-to-one device ratio, the essence of technology can still be distilled through <a href=\"https:\/\/educationaltechnology.net\/inclusive-teaching-strategies\/\">innovative methods<\/a> like small-group student rotations or by optimizing a singular device for collaborative student engagement. After all, the technology\u2019s core value lies not in its omnipresence but in its judicious application. The onus remains on the educators, the architects of curricula, to harness technology\u2019s potential without sidelining their expertise in content and pedagogy.<\/p>\n\n\n\n<p>Initiating the journey of tech integration in education can seem daunting. However, educators needn\u2019t be overwhelmed with the prospect of an overarching overhaul. Starting with small, incremental steps can be the key. Perhaps it begins with tweaking an existing lesson, integrating technology at the foundational \u201cSubstitution\u201d or \u201cAugmentation\u201d levels. With time and confidence, layers of complexity can be added, navigating through the more transformative realms of \u201cModification\u201d and \u201cRedefinition.\u201d <\/p>\n\n\n\n<p>It\u2019s essential to understand that certain learning experiences might be perfectly optimized at the enhancement stages and don\u2019t necessarily require escalation to transformational tiers. The SAMR model, in its essence, underscores an adaptive, reflective approach, urging educators to continuously evolve and align their methods with the evolving landscape of technology in education.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">References<\/h2>\n\n\n\n<ul>\n<li>Puentedura, Ruben R. \u201cPragmatic Dreams: New Learning in the Arts and Digital Technology.\u201d Vimeo. TEAL 2021. vimeo.com\/516491246. Accessed September. 2023.<\/li>\n\n\n\n<li>Puentedura, Ruben R. \u201cSAMR, the EdTech Quintet, and Shared Practices: An Introduction.\u201d Hippasus. Nov. 2018. hippasus.com\/rrpweblog\/archives\/2018\/01\/SAMRTheEdTechQuintetAndSharedPractices_AnIntroduction.pdf. <\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>When integrating technology into education, the SAMR model serves as a foundational guide. Crafted by Ruben R. Puentedura, SAMR offers educators a structured way to think about incorporating technology effectively. It stands for&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"categories":[1],"tags":[58],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>SAMR Model: Substitution, Augmentation, Modification, and Redefinition - Educational Technology<\/title>\n<meta name=\"description\" content=\"When integrating technology into education, the SAMR model serves as a foundational guide. 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