Top 5 Teaching Best Practices - SAMR Model

SAMR Model

Written By: Amber Gerrits

Sitting around a table with my grade level colleagues, we talk about our weekly lesson plans. As we discuss writing, there are several suggestions about content and instruction, but then one of my teammates suggests using our devices to type our drafts. Another gets excited and adds that we should then have them create a Google Slides presentation. Yet another idea comes up about a Flipgrid video, a padlet, a Jamboard, ect. Although as a team we are excited about the usage of technology and all the engagement we will undoubtedly have, I now pause to question our actions. It might be a good idea to have students share their videos with each other via Flipgrid. But do they really need to do the rest? Do we even need them to type their stories? Or create Google Slides? In the classroom, this juicy injection of technology might actually be causing more harm than good. That’s where the SAMR Model comes into play.

What is the SAMR Model?

As you can see from the model, Dr. Ruben R. Puentedura created the SAMR model in order to create a framework for wise technology integration. This focuses on the technology tool and what impact that technology has on the task or learning activity. This model considers usage of technology in two categories: enhancement or transformation. Within enhancement is substitution and augmentation. These levels just act as a substitute for the original activity. There might be some improvement, but overall, paper and pencil would create the same effect.

On the other hand, transformation is the level of technology integration that significantly redesigns and helps to reimagine the task or activity. Modification allows for significant task redesign, and redefinition completely rearranges the original task, making it even better than previously conceived.

Why utilize the SAMR Model?

As Youki Terada shares in her article, A Powerful Model for Understanding Good Tech Integration, “Good technology integration isn’t about using the fanciest tool, it’s about being aware of the range of options and picking the right strategy—or strategies—for the lesson at hand.” This is so true! Teachers do not have to worry about the quantity of technology integration. The focus should not be on making something shiny and fun by using technology. Instead, technology integration should be thoughtful and intentional. This framework by no means says that educators should not substitute technology. It also doesn’t claim students would be better off without it. Instead, it is simply a tool to help educators think about the role of technology in supporting technology and how to best go about that when designing and implementing activities with students.

Terada goes on to share: “The goal isn’t to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it’s a way to reflect on your technology integration by thinking about a few key questions:

• How can my lesson be improved using technology?

• How can I engage and empower students through technology?

• How can online learning more closely resemble authentic, real-world learning?”

Implementation at Rockford Public Schools

With one-to-one technology, Rockford Public Schools has no shortage of access to technology within school walls. To that end, teachers are challenged every day with which decisions to make about what sites to use. We are an innovative staff, but I would argue that we are also mindful about this integration. For example, our school has a subscription to several online resources like Scootpad, Schoology, and Storia. However, we do our best to balance these tools with concrete math manipulatives, a fully-provided classroom library, and other hands-on learning tools. When learning can be transformed, our teachers implement these “redefined” activities. Otherwise, teachers and students both realize that not all learning needs to be digital.