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Integrating Technology in the Classroom: The SAMR Model

  • Christina Nyentap
  • Sep 25, 2020
  • 3 min read


There are many learning theories when it comes to integrating technology in the classroom. Some of which include the Triple E Framework, the Technological Pedagogical Content Knowledge (TPACK) Framework, the SAMR model, and Maker Movement pedagogies. Integrating technology in the classroom (virtual or online) can transform learning experiences and help students achieve greater learning outcomes. This blog is all about the SAMR model which happens to be a personal favourite! The SAMR model is designed to help teachers integrate technology in the classroom. Teachers can use this model to design learning experiences that not only integrate technology, but do so meaningfully and purposefully. This model by popularized by Dr. Ruben Puentedura.


So, what is there to like about it?

  • The SAMR model puts its focus on learner enhancement but does so in gradual steps to immersion in learning through technology. In this way the model is not intimidating and promotes an in-depth understanding of the technology and its utility in achieving learner goals. Instead of being thrown into the tech world, students are invited to take slow steps into the world of technology that can lead into a transformative learning experiences.

  • The SAMR outlines 4 stages: substitution, augmentation, modification, and redefinition. The first two stages enhance the learning process while the last two stages transform the learning process. It’s the modification stage that I find crucial to today’s world and especially relevant to my future teaching practice. It’s the modification stage where I see not only achievement of the curricular objectives, but 21st century skills. I think this is where learning will become meaningful.

  • I appreciate this model because it can be implemented gradually over the semester. Students are not confronted with random assignments and forms of technology but can work on one BIG IDEA slowly upgrading their learning experience with technology as time goes on.

  • I like how this model engages me as a teacher – as I read and learn more about it I think about assignment ideas and how I might make dreaded yet important subjects so much more exciting and meaningful. There’s always that one students who asks, “why are we learning this?”; maybe implementing this model would show that student why.

  • Lastly, I like the connection between the Padagogy Wheel (see the image beside) which includes ample activity ideas and technology integration ideas and the Achievement Chart in the Ontario curriculum documents. Within the achievement chart there is Knowledge and Understanding, Critical Thinking, Application, and Communication. There is a parallel between what’s in this chart and the Remember/Understand, Create/Analyse, Evaluate, and Apply sections of the Wheel.


SAMR is Ideal for Classroom/Online Settings

Students no longer sit as passive sponges which soak up and memorize knowledge we (as teachers) wish to impart on them. Students today want to be immersed, take risks, try and fail within learning experiences that are relevant to their daily lives. Technology integration in an in-person or virtual setting is essential to preparing students for life in the 21st century because we no longer live in a world where information and knowledge is sparse or held by few. The challenge we face today is that there is SO MUCH information and we need to be able to distinguish amongst all the rubble what is useful or meaningful (read Teacher Educators’ Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation). Essential skills for success today are the 4 c’s: communication, collaboration, critical thinking and creativity, which is what our students can hope to acquire if we plan with technology and with purpose.


SAMR is Ideal for Secondary English and Health and Physical Education:

Example learning progression for understanding meaning of texts in Secondary English:

Example learning progression for Secondary H&PE.

I am just beginning my journey of exploring the use of technology in subjects like English and Health and Physical Education. If I have learned anything so far it's that meaningful and thoughtful integration can make a world of difference in students learning outcomes.



A lot of the content in this blog was inspired by an assignment in my PED3119 course at the University of Ottawa. I am thankful for Hugh Kellam, PhD, CTDP from the University of Ottawa for giving us a lecture on this topic so that I could share some of my key learnings with you.


Further reading:


 
 
 

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© 2020 by Christina Nyentap, University of Ottawa

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