SAMR MODEL 2
Why Integrating Technology at a High Level is Important
The role of technology in education has become increasingly significant, not only in
distance learning programs but also in traditional face-to-face programs. Technology is expected
to be crucial in the education industry and impact educators´ work, especially in this post-COVID-
19 era (Starkey, 2020). Most importantly, integrating technology in classrooms significantly
enhances students’ interest, engagement, and meaningful learning experience (Haleem, 2022).
This demonstrates the enormous potential of technology and its ability to enhance education in
various learning modalities (Hager, 2020). Thus, aspiring teachers should be aware and ready to
adapt to the increasing digitization of schools and education systems.
Technology integration in education is all about using digital technologies to enhance
teaching and support learning. While traditional teaching tools like textbooks and chalkboards still
serve a purpose, learning tools like tablets, smart whiteboards, or virtual laboratories offer
students a more interactive and engaging learning experience (Haleem, 2022). In addition, digital
technologies facilitate access to information and improve its presentation, which helps students to
remember and store information more easily (Pereira, 2022). With the help of such tools, students
can learn at their own pace, while teachers can tailor their teaching methods to meet the individual
needs of each student (Zhai et al., 2019). For instance, the SAMR model could be considered an
essential framework for integrating technology into teaching practices. This model aims to help
educators increase the functionality of technology integration by moving students from enhanced
learning to transformational learning (Drugova, 2021). To that extent, technology can improve
traditional teaching and learning by exploring four implementation levels: substitution,
augmentation, modification, and redefinition. In the lower level, technology merely serves as an
add-on to the conventional resources that were already accessible. As we ascend to higher levels,
SAMR MODEL 3
technology introduces new and creative ways of approaching tasks previously considered
impossible. However, while it is tempting to consider “redefinition” as the goal, we must
remember that this model is not hierarchical. Instead, we must analyze our learning objectives and
identify where technology can provide the best support (Walsh, 2017).
Finally, according to Ipperciel (2022), implementing technological tools like digital role-
playing, simulation, and gaming in the learning process can result in various advantages, such as
developing empathy, a sense of community, and social and collaborative learning. In addition, the
use of virtual reality, 360-degree videos, and augmented reality allow students to practice their
abilities, apply knowledge, and experience realistic scenarios, making learning more interactive,
active, and engaging. As we can see, technology is already transforming how we learn; in the
future more courses or education programs will integrate experiential learning through
technology, and we can expect it to continue to make education more flexible and accessible for
everyone.
Original Activity
Assignment: Create a poster on the early human evolution
In this lesson, students work in pairs to prepare a poster on early human evolution,
comparing the day-to-day life of people in the Paleolithic versus Neolithic period. Once students
have completed the work, they have 10 minutes to explain their poster to the class.
Information sources: books, handouts, and flashcards.
Materials: poster board, colored pencils, markers, and crafts supplies.
SAMR MODEL 4
Redefinition Stage
According to Dede (2014), we must shift away from traditional teaching methods focusing
on memorization and basic understanding to improve education. Instead, we should prioritize
pedagogical strategies that embrace technology and provide greater curricular flexibility. This will
help students learn in a more engaging and interactive way while preparing them to be involved in
higher-level critical thinking. In this specific assignment, if teachers want to enhance the learning
experience and substitute existing processes without any alteration, they can use websites,
YouTube videos, or eBooks to present the content that is not available in the school library or
could ask students to research on the internet instead of using outdated books. In addition, to
encourage collaborative learning and introduce some improvements, teachers can create online
documents (google docs) and ask students to edit the information they are gathering as a group.
After students have sufficient time to research, each group could start crafting their poster in a
PowerPoint document. Students can make their presentations more agile and dynamic using
PowerPoint because this software allows for easy modifications and adding videos, images, audio,
and other multimedia. Lastly, as students progress in their learning, they might be encouraged to
engage in higher thinking tasks, such as elaborating, producing, or inventing tasks that build on
their teacher's initial task (Bicalho et al., 2023). At this redefinition level, students may then be
asked to continue working in groups to create a video comparing the daily life of people in the
Paleolithic and Neolithic eras based on the poster they created. Students must create the video
using their cell phones or screen recorder. To complete the assignment, they must upload the
video to a YouTube channel created by the teacher, allowing the teacher to easily access and
evaluate the videos. As we can see, if we use the SAMR model in our lesson planning, we could
SAMR MODEL 6
References
Bicalho, R.N., Coll, C., & Engel, A. (2023). Integration of ICTs in teaching practices:
Propositions to the SAMR model. Education Tech Research, (71), 563-578.
https://doi.org/10.1007/s11423-022-10169-x
Dede, C. (2014). The Role of Digital Technologies in Deeper Learning. Students at the Center:
Deeper Learning Research Series. Jobs for the Future.
Drugova, E., Zhuravleva, I., Aiusheeva, M. & Grits, D. (2021). Toward a model of learning
innovation integration: TPACK-SAMR based analysis of the introduction of a digital
learning environment in three Russian universities. Education and Information
Technologies, 26(4), 4925-4942. https://doi.org/10.1007/s10639-021-10514-2
Hager K.D. (2020). Integrating technology to improve teacher preparation. College
Teaching, 68(2), 71-78. https://doi.org/10.1080/87567555.2020.1723475
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital
technologies in education. Sustainable Operations and Computers, (3), 275-285.
https://doi.org/10.1016/j.susoc.2022.05.004
Ipperciel D. (2022). What Should the Future of Learning Look Like? Looking Back, Looking
Forward. International Journal of Higher Education, 11(5), 51-69.
https://doi.org/10.5430/ijhe.v11n5p51
SAMR MODEL 7
Pereira, S. W., Fishman, E. K., & Rowe, S. P. (2022). The Future Is Now: How technology and
entertainment are transforming education in the artificial intelligence era. Journal of the
American College of Radiology, 19(9), 1077-1078.
https://doi.org/10.1016/j.jacr.2022.06.015
Reich, A., Rooney D. & Lizier A. (2021). Using technology integration frameworks in vocational
education and training. International Journal of Training Research, 19(2), 93-106.
https://doi.org/10.1080/14480220.2020.1864447
Starkey L. (2020). A review of research exploring teacher preparation for the digital age. Journal
of Education, 50(1), 37-56. https://doi.org/10.1080/0305764X.2019.1625867
Walsh, J. (2017). Models of technology integration TPACK and SAMR. TLN Journal, 24(2), 28-
32. https://search.informit.org/doi/10.3316/informit.359012848238460
Zhai, X., Zhang, M., Li, M. & Zhang, X. (2019). Understanding the relationship between levels of
mobile technology use in high school physics classrooms and the learning
outcome. British Journal of Educational Technology, (50)2, 750-766.
https://doi.org/10.1111/bjet.12700
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