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Benefits of the SAMR Model

John W. Krupp

American College of Education

LEAD 6403

Dr. Beagle

May 29, 2022

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Benefits of the SAMR Model

In my experience as a Building Technology Coordinator, one of the major issues

surrounding teacher efficacy in virtual instruction was engaging students in a virtual format,

which was not commensurate with personal comfort levels (Stacheas & Stacheas, 2020). While

incorporating technology was often associated with success in modern classrooms, the COVID-

19 global pandemic, thrust teachers out of their comfort zone at a moment’s notice, thus teachers

had to find a means to deliver instruction digitally (Basileo & Toth, 2019; Cavanaugh &

Deweese, 2020). Therefore, teachers needed to engage in a model for incorporating technology

that was differentiated based on their comfort levels, the SAMR model seemed to be a great fit

for this challenge.

Need for the SAMR Model

The SAMR model has been a great means to help teachers incorporate technology within

the classroom (Aldosemani, 2019). SAMR is an acronym for substitution, augmentation,

modification, and redefinition (Albeanu & Popentiu-Vladicescu, 2019). With four simple levels

of growth, teachers can implement technology in the classroom based on their comfort levels and

abilities concerning instructional technology (Romrell et al., 2014). Differentiation of learning

strategies is required within the classroom for students; therefore, it would be critical for teachers

who are learning new pedagogical strategies to need the same (Beecher & Sweeny, 2008).

Self-efficacy in teachers is critical to their ability to be successful in the classroom

(Anderson et al., 2019). Therefore, in shifting to digital instruction so abruptly, there was a need

established to find a means to help teachers maintain their self-efficacy (Stacheas & Stacheas,

2020). Unfortunately, teachers who were comfortable with technology, only utilized it in
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supplemental forms and when having to use it for full-time delivery of content and skills, made

teachers with much confidence, struggle.

The SAMR Model Progression

The SAMR model focuses on four levels of incorporating digital instruction. The

simplest form is substitution in which teachers use technology as a direct substitute for

instruction (Parsons, 2020). An example of this would be to shift from in-person instruction to

using a video tool to record a lesson as it was done in the classroom. Augmentation is the next

level that allows teachers who are comfortable substituting technology to build upon their skills

and use technology to enhance their lessons (Parsons, 2020). Modification is where a task is

significantly redesigned (Parsons, 2020). The jump from augmentation to modification is based

upon the lesson being transformed rather than enhanced (Aldosemani, 2019). In the enhancement

of a lesson, the teacher is using the technology as the tool, whereas in the transformation of the

lesson, technology is being used by the student for learning (Albeanu & Popentiu-Vladicescu,

2019). Finally, redefinition is the process in which technology has completely redefined how one

teaches and utilizes the full incorporation of technology (Parsons, 2020).

The progression in the growth model is based upon a growth from pedagogy using

technology to heutagogy (Akyildiz, 2019). Heutagogy is the process in which the learner is

taking more control over their understanding of the content and skills, rather than the teacher

being the center of focus (Akyildiz, 2019). Through the SAMR model, teachers are becoming the

facilitator of learning using technology, rather than being the instructor (Aldosemani, 2019).

Conclusion

The most important aspect of the SAMR model is the ability of teachers to engage at their

level of comfort. In doing so, teachers can learn technology at their pace and institute the
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necessary changes based on their understanding. This helps build self-efficacy and allows

teachers of all levels to have the ability to instruct students appropriately and within their means.

The model does not put pressure on teachers, rather it provides a means to develop instruction in

a progression of activities. This model was critical in helping teachers meet the quick changes

posed by the recent COVID-19 pandemic.

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References

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traditional pedagogy and andragogy? International Journal of Progressive Education,

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