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Using this guide, you will take an example activity and determine the levels of SAMR for your

technology integration.
Before beginning, select a task that you traditionally have students do and select the appropriate technology to
complete that task. This may be the technology and task that you created using the TPACK Planning Guide. As you fill
out the table below, remember that when trying to work through the examples, it’s not just about finding a new tech,
it’s about how you use the tech. By altering how you use the tech, you can get to different levels of the SAMR Model.
On pg. 2 is a completed example for your reference. You do not have to fill in the center column like the example on pg.
2 does, that is more of a guide to show you how the thought process evolves.

Task:
Tech:

Level of SAMR Model
Questions to Consider to Help You
Get to New Levels
Task/Tech Example
Substitution
Same task. New tech just
replaces the old tech.
● What does your task/tech look like
without being transformed at all-
○ What is the basic task?
○ What tech replaces the old tech?
Task:


Tech:
Augmentation
Same task. New tech
provides more functionality.
● Have I added an improvement to the
task process that could not be
accomplished with the older
technology at a fundamental level?
● How does this feature contribute to
my design?
Task:


Tech:
Modification
Parts of the task are
modified. Tech provides
increased efficiency.
● How is the original task being
modified?
● Does this modification fundamentally
depend upon the new technology?
● How does this modification contribute
to my design?
Task:


Tech:
Redefinition
New task. Tech allows you to
create tasks which seemed
unimaginable before.
● What is the new task?
● Will any portion of the original task be
retained?
● How is the new task uniquely made
possible by the new technology?
● How does it contribute to my design?
*A key to redefinition is collaboration!*
Task:


Tech:
 
Questions in the center column are based off of http://www.hippasus.com/rrpweblog/archives/2013/04/26/SAMRBeyondTheBasics.pdf , slide 11. Ruben R. Puentedura, Ph.D 
Blog: http://hippasus.com/rrpweblog/ 
Email: rubenrp@hippasus.com 
Twitter: @rubenrp 
This work is licensed under a Creative Commons Attribution­Noncommercial­Share Alike 3.0 License
Level of SAMR
Model
Questions to Consider to Help You Get to New
Levels
Task/Tech
Example
Substitution
Same task. New
tech just replaces
the old tech.
● What does your task/tech look like without being
transformed-
○ What is the basic task? Writing an essay
○ What tech replaces the old tech? Word processing in
Google Docs replaces handwritten essay
Task: Writing an essay/Word
Processing

Tech: Google Docs
(not using any of the
features that make it any
different from handwriting it)
Augmentation
Same task. New
tech provides
more
functionality.
● Have I added an improvement to the task process that could
not be accomplished with the older technology at a
fundamental level? Yes, Google Docs can be instantly
shared with other people, no matter what software they
have access to (just need Internet)
● How does this feature contribute to my design? This
contributes to the design of the lesson in no way other than
it improves the ability to view the writing in more than one
place. It does not change the design of the task.
Task: Writing an
essay/Word Processing

Tech: Google Docs- utilizing
the “Share” feature
Modification
Parts of the task
are modified. Tech
provides
increased
efficiency.
● How is the original task being modified? Now, students are
able to immediately provide feedback that can be tracked on
a peer’s essay.
● Does this modification fundamentally depend upon the new
technology? Yes, this modification depends on the tech
because before using this tech, you would either have to
take someone’s essay home (and they wouldn’t have
access to it) or you would have to email the file back and
forth or save it to a flash drive.
● How does this modification contribute to my design? This
allows for students to be a larger part of the design. Writing
can become more collaborative and in real-time.
Task: Writing an essay/word
processing, then having a
peer give feedback

Tech: Google Docs- utilizing
the comments feature to
make feedback
instantaneous
Redefinition
New task. Tech
allows you to
create tasks which
seemed
unimaginable
before.
● What is the new task? Now, our class is able to share a
document with a classroom we have connected with in
another country. We are able to create a culture walk,
expanding our knowledge of the world through text and
audio. We will see and hear their perspective on the same
issues we discuss. We will become connected learners.
● Will any portion of the original task be retained? Yes,
students will still be creating an essay/word processing, but
now have the ability to gain much more in the process.
● How is the new task uniquely made possible by the new
technology? Using Google Docs, along with the features
discussed, we are able to easily connect to other learners
and there are no constraints. With the familiarity of Google
Docs and no dependence on software (just Internet access),
it makes the task achievable and can be modified in
real-time. There are less obstacles and barriers.
● How does it contribute to my design? Now, we are able to
reach beyond the walls of our classroom. We have a new
audience and a new set of peers to give feedback to/receive
feedback from. This isn’t just about writing an essay any
longer, it is now about a learning experience that would have
never been possible before. It has cultural significance in
addition to building writing skills.
Task: Connecting with
writers around the world to
publish a culture walk

Tech: Google Docs- sharing
document with a classroom
from another country,
utilizing comments to ask
each other questions about
culture, and then connecting
the Kaizena plug-in to record
audio on the document
  
 This work by D34 Technology Facilitators is licensed under a Creative Commons Attribution­NonCommercial­ShareAlike 4.0 International License.