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Implementing SAMR model effectively


Selecting digital materials always results interesting and highly engaging for students. However, digital resources not always are well implemented when it comes to teaching. Therefore, in order to use technology as a real tool and with a meaningful purpose, a good idea would be to take the SAMR model as a guide. 
Dr. Ruben Puentedura created the SAMR model to let teachers notice the differences between using technology as a substitution of traditional material and the use of it as a real tool with a unique and particular function. The following picture will help us understand better what SAMR is about. 
Resultado de imagen para SAMR
As you can see, Puentedura (n.d) suggests that this model consists of four different levels: Substitution, Augmantation, Modification and Redefinition. John Spencer classifies them into two groups: “the first two layers focus on enhancing the learning task and the next two layers focus on actual transformation” (2015).
The first layer , called substitution, refers to technology acting just as a direct tool subtitute, with no functional change. For example, when students are asked to type an essay in their laptops. Here the only function technology has is to replace the paper.
 Augmentation refers to technology acting also as a direct tool substitute but with functional improvment. Following with the example, students can be asked to type the essay in a Google Doc and share it with another student to edit it together.
 Modification, on the other hand, involves technolgy that allows for significant task redesign. Now, students can access each other’s Docs and give feedback and make comments on them.
 And finally, redefinition is concerned with technology that allows for the creation of new tasks, previously inconceivable. Here, students can make use of Edmodo, for instance, to share and edit their essays with other class.
Most of the times, teachers tend to get stuck in the first two layers when using technology. Sometimes it happens because they are not well prepared or updated to use it in a more useful way or just because they are not aware of these different uses. For this reason we find the SAMR model really helpful, since it allows teachers to bear in mind these differences when deciding how to implement technology in the classroom. 


References 
Spencer, J. (2015, November 3) “What is the SAMR Model and what does it look like in schools?” Retrieved from https://www.youtube.com/watch?v=SC5ARwUkVQg&feature=youtu.be
Puentedura, R. (n.d.) “SAMR: Beyond the Basics” Retrieved from 
http://www.hippasus.com/rrpweblog/archives/2013/04/26/SAMRBeyondTheBasics.pdf  Last access November 6th 

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