The Substitution Augmentation Modification Redefinition (SAMR) Model

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Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. Techtrends: Linking Research & Practice To Improve Learning, 60(5), 433-441.


For this post, I chose an article related to the SAMR model.  My district has recently begun implementing the SAMR model during professional development time with teachers, so I figured it would be helpful for me to learn more about it.
  
According to the article, the SAMR model is a four-level approach to selecting, using, and evaluating technology in K-12 education.   The SAMR model is meant to help teachers improve their use of technology with students. Teachers using higher levels of the model are creating the most valuable learning experiences for their students.


 The first level is Substitution.  In this level, teachers are swapping out pencil and paper assignments or activities for digital versions, but the function of the lesson/activity remains the same. 

 In the next level, Augmentation, digital tools are still being used but the function of the lesson improves in a positive way. 

 Modification, the next level, is where the task or activity is redesigned.  The teacher would completely change the way students learn about a concept by using a digital tool. 

 The last level is called Redefinition.  Redefinition allows for new tasks that were not conceivable before. 

 According to the author, there has been little research done on differentiating between the levels.  This has led to the model being interpreted in different ways.  There is also the argument that using technology does not always mean an improvement in learning.  The SAMR model ignores context.  The article gives the example of a science teacher in a high poverty school who only has two desktop computers.  The teacher can create higher-level activities on the computer, but if only a few students can participate at one time, it is not necessarily improving the overall learning experience of students. The SAMR model focuses on moving up the hierarchy of levels, while the most important focus should be on using technology to improve learning. 

 My district has just started looking at the SAMR model as a way to improve our technology use.  I agree with the idea that we should be looking for ways to improve students learning if there is a technology tool available to do so. I also agree with the author about the need to put learning objectives ahead of technology.  We should not be using advanced tools just for the sake of moving up a level on a model. 


Comments

  1. Dan CarrApril 19, 2018 at 8:44 PM

    I like how you brought up putting learning objectives ahead of technology. That was a common idea of the article I read on SAMR as well. I'm curious how many school's will be kind of like mine and push for moving technology use to the upper levels just because they think it will automatically be better.

    ReplyDelete
  2. UnknownMay 5, 2018 at 6:59 AM

    My district uses the SAMR model as well, and I agree with your assessment about it's implementation. Shiny toys are just shiny toys if they are not helping the students grow and learn.

    ReplyDelete

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