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Visualize

Classroom Task	Substitution	Augmentation	Modification	Redefinition
Note-taking	Notes are taken in an iOs app such as Notability or Evernote	Notes are taken in a sharable digital notebook such as OneNote	Sharable review tools such as digital flashcards, quizzes, and concept maps are created by students	Class begins with student-led recall practice of key terminology and core concepts
Reading	Read an eBook	Read an eBook with integrated vocabulary and “read-to-me” tools	Annotate an eBook as you read	Interactive eBook with comprehension and exploration features
Investigating Shapes and Fractions using Geoboards	Shapes are created and modified in an iOs or web-based Geoboard app	Interactive web-based games to explore shapes and fractions	Students screenshot the shapes they’ve created in the Geoboard app and create a screencast to share their learning with others	Students work collaboratively to name a fractional comparison (e.g. of water to land) of a given location in Google Maps.
What is Your Task?	What will I gain by replacing the older technology with the new technology?	Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level?	How is the original task being modified? Does this modification fundamentally depend upon the new technology?	What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology?

 

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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. Read more on Edutopia.

Taking the Next Step Using the SAMR Model

Dr. Ruben R. Puentedura, Ph.D. shares his recommendation on applying the SAMR model using these guiding questions:

Your Passion

• If you had to pick one topic from your class that best exemplifies why you became fascinated with the subject you teach, what would it be?

Barriers to Your Students’ Progress

• Is there a topic in your class that a significant number of students get stuck on, and fail to progress beyond?

What Students Will Do In the Future

• Which topic from your class would, if deeply understood, best serve the interests of your students in future studies or in their lives outside school?

Dr. Puentedura recommends beginning at the Substitution or Augmentation levels looking at how students access resources or approach information management. Then, advance into the Modification and Redefinition levels. Go for defining extended experiences in student exploration/creation that leverage your initial choices. Then, go for student agency, allowing them to build their own exploration/creation using the experiences students are developing along the way.

Take a look at how other educators are thinking about SAMR in alignment with Bloom’s Taxonomy.