Applying the SAMR Model in K–12 Education

Districts that have embraced the SAMR model are setting an example that others would be wise to follow.

What Is the SAMR Model for Schools?

The SAMR model is a roadmap for technology integration in the classroom. “The model is a nice guide and framework for getting teachers to look at technology integration through a different lens,” says Michael Drezek, district technology integrator for Lake Shore Central School District in New York.

However, Drezek cautions districts from thinking of the model strictly as a ladder. While redefinition is a goal to strive for, each level provides benefits that shouldn’t be overlooked. It’s a gradual progression, he says. The lower tiers also represent opportunities for teachers to get comfortable with using tech in the classroom.

What Are the SAMR Model Tiers in K–12 Education?

Under the SAMR model, substitution, the lowest tier, is when technology is used as a direct replacement to the activity or exercise without functional change. One example is making a worksheet digital.

Augmentation is substitution but with a functional change, such as taking a photo of artwork and creating a voiceover to explain the piece, Drezek says.

“Using the technology just to use the technology isn’t moving the needle,” he says. “Using technology with a focus on learning outcomes is.”

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The bottom two levels encompass the learning enhancement, while the top levels are transformational. Modification occurs when the technology creates major changes to the task. One example is global collaboration, a priority for Drezek, who is always looking to engage students with a wider audience to show how technology can connect people.

For example, students can work with others in classrooms around the world on projects about climates or culture, generating a global conversation.

Finally, redefinition is when the technology creates new, “previously inconceivable” tasks. Drezek shares a favorite example: He worked with an English teacher to transform an examination of Romeo and Juliet. Students created a virtual reality version of the Shakespearean play. They created voiceovers and learned code, programming the characters to move and speak. The scenes also had QR codes, so students could pull up the play on their phones and augment their reality.

Integrating Technology Using the SAMR Model

When teachers want to integrate technology into lessons, the technology integration specialist’s first step is understanding their goals. What standards do they want to meet? What lessons are they teaching? These conversations allow the specialist to suggest the best tools for these goals.

Drezek says that he prefers giving students choices, so he may provide two tools to choose from. Drezek frequently turns to the ISTE standards to guide these conversations. Does this help students become empowered learners? Is there an element of digital citizenship? Are the students constructing knowledge? Do they get a chance to become innovative designers? Is there any computational thinking involved?

Danae Acker, digital integration specialist for Anderson School District Five in South Carolina, says that the conversation about the SAMR model is widespread. Her district created a chart outlining each tier in a column alongside ed tech tools that the district owns and recommends.

Each column contains a list of verbs that apply to various parts of the model. For example, substitution coincides with verbs such as “recall” and “understand,” augmentation aligns with verbs such as “apply,” modification covers “analyze” and “evaluate,” and redefinition is paired with “create.”

Integration specialists work with teachers to frame “I can” statements that apply the verbs to tasks. For example, a statement may be, “I can recall facts and information to answer questions successfully.” From there, the teacher can see which tools the district owns that would best align with the lessons they’re planning.

“The model empowers teachers to think critically about how tech can enhance engagement, foster creativity and build real-world skills in students,” Acker says.

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At Anderson School District Five, the goal is to help teachers understand why to choose a tool for a particular lesson or standard. Acker says the high school students she works with have picked up on the SAMR model and can identify when a tool aligns with a tier.

“It allows students to take the learning into their own hands, and they can start being creators. They can start being teachers themselves,” she says.

Advice for Implementing the SAMR Model

When it comes to implementing the SAMR model, Acker’s says to “think big, start small and act fast.” It’s unrealistic to hope that a big project will happen overnight, but small, deliberate steps in the right direction can help create a more successful outcome.

Drezek advises looking at what others have done, whether it’s a teacher down the hall or someone across the world, and trying it out. He also believes that teachers get embedded professional development the more they apply and learn new tech tools and listen to their students.

“Sometimes, the best professional development is the student in your classroom who knows something you don’t,” says Drezek. He was unfamiliar with the game Minecraft at first, but bringing it into the classroom allowed students to become empowered to help their peers via Minecraft Education.

“It still comes back to the teacher. Without the human element at the core, I don’t know if the tech goes that far,” Drezek says. “Tech might have the wow factor and engagement, but I still think that people will always be at the heart of everything we do in education.”

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