samr

SAMR is a model for evaluating how digital technology is integrated into teaching and learning. Developed by Ruben Puentedura, the framework encourages educators to consider not only whether technology is present in a lesson, but how it changes the tasks students perform and the learning outcomes that result.

The model comprises four levels, arranged from least to most transformative: Substitution, where technology acts as a direct substitute for a traditional tool with no functional change; Augmentation, which substitutes but adds functional improvements; Modification, which allows significant redesign of tasks; and Redefinition, in which technology enables authentic learning tasks that were previously inconceivable.

Examples illustrate the progression. Substitution might involve typing an essay on a computer instead of handwriting. Augmentation could be a word processor with spell-check and real-time collaboration. Modification might use collaborative online platforms to co-create and remix media with structured feedback. Redefinition could enable students to design, publish, and share an interactive, globally connected project or a virtual reality field experience.

Since its introduction in 2009, SAMR has been widely used in teacher professional development, curriculum design, and program evaluation. Proponents argue it provides a simple lens to reflect on technology integration and instructional impact.

Critics note that SAMR can be interpreted too linearly and lacks attention to context, pedagogy, and assessment. Some scholars advocate combining SAMR with other frameworks such as TPACK or other blended-learning models to better align technology use with content and pedagogy.