SAMR Model

This model provides structure for how we as teachers move to more meaningful uses of technology. This includes moving away from using technology in less impactful ways. The lowest level of technology use is substitution, where we use our white board in exactly the same way you would use a piece of chart paper. That is not enriching learning, it is just a more modern way of doing the same thing that has always been done. The next level above substitution, is augmentation. This is where you may be still substituting, but you found a way to make the use of technology better. For example, an art class where kids would use clipart rather than looking at a magazine to cut pictures out of. The level above augmentation is modification, where we begin to redesign tasks using technology. We take our original task and recreate it using various technologies. The highest stage on this model is redefinition. This is when you create a brand-new learning task, that is not possible without the use of technology, rather than basing what you do on an old way of thinking. This level gets us thinking in a new way. 

I think that the Covid learning experience has moved many teachers from substitution to augmentation/modification, however in order to redefine tasks I think teachers will need more experience and training to do this effectively. If we can get to a point where we can redefine tasks, I wonder if we would be able to engage kids that were previously disengaged?

Brought to you by Kyra @ NU