SAMR Model: A Practical Guide for K-

12 Classroom Technology Integration

April 13, 2021

Topics: Interoperability, Personalized Learning, Professional Development

The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes
four different degrees of classroom technology integration. The letters “SAMR”
stand for Substitution, Augmentation, Modification, and Redefinition. The
SAMR model was created to share a common language across disciplines as
teachers strive to personalize learning and help students visualize complex
concepts. The SAMR Model can be especially powerful during remote and blended
learning when integrated classroom technology makes teaching and learning a more
seamless experience for educators and students.

Image Modified from Original by Lefflerd’s on Wikimedia Commons

While we often visualize the SAMR model as a ladder or staircase as above, this can
be misleading because Substitution (the bottom rung or step) is sometimes the best
choice for a particular lesson. This is why it’s better to think of the SAMR model more
as a spectrum. On one end, technology is used as a one-to-one replacement for
traditional tools, and on the other end, technology enables experiences that were
previously impossible without it.
Regardless of how you visualize it, the SAMR framework can be a simple and
effective way to assess how you incorporate technology into your instruction.

The SAMR Model Explained (with Examples)

The SAMR model consists of four steps: Substitution, Augmentation, Modification,
and Redefinition. Substitution and Augmentation are considered “Enhancement”
steps, while Modification and Redefinition are “Transformation” steps. Think of the
difference between seasoning an old family recipe (Enhancement) and creating an
entirely new, original dish (Transformation).

Substitution

At this stage, technology is directly substituted for a more traditional teaching tool or
method. It is a simple, bare-bones, direct replacement. For example, if you are
teaching a government lesson on the Constitution, you might use an electronic or
web-based version of the document instead of a hard copy. Students might also
answer questions about the Constitution by typing them in Microsoft Word instead of
filling out a worksheet with a pencil.

Substitution might also include a student using Flipgrid, Keynote, PowerPoint, Prezi,
Slides, or a similar program to present information about an article or amendment to
the class.

In this step, ask yourself what students stand to gain by replacing traditional tools
with technology. Invariably, some situations will be better served by pen and paper.

Augmentation

The technology is again directly substituted for a traditional tool or method, but with
significant enhancements to the student experience. Ask yourself if the technology
increases or augments a student’s productivity and potential in some way.

Returning to the Constitution example, a student might use classroom technology to

augment a presentation on the 14th Amendment with a video clip of how equal
protection under the law was enforced during school desegregation. It could also
include interactive links to relevant supreme court decisions, such as Plessy v.
Ferguson or Brown v. Topeka Board of Education.

Modification

In this stage, you are beginning to move from enhancement to transformation using
the SAMR Model. Instead of replacement or enhancement, this is an actual change
to the lesson’s design and its learning outcome. The critical question here is, “does
the technology significantly alter the learning task?”

A student presenting research on the 14th Amendment—to continue our example—

might create their own unique graphic organizer for the class that not only includes
the usual multimedia resources but represents a new product or synthesis of existing
material. As another example, a group of students might collaborate in the learning
management system (LMS) to propose a modern definition of equal protection under
the law and solicit feedback on their proposals from classmates in the discussion
section.

Redefinition

The last stage of the SAMR model represents the pinnacle of how integrated
classroom technology can transform a student’s experience. In this case, you ask
yourself if the technology tools allow educators to redefine a traditional learning task
in a way that would not be possible without the tech, creating a novel experience.

For example, after completing their group work and soliciting feedback from
classmates (both tasks that could be completed “offline” although arguably not with
the same experience as in the modified format), students could use technology to
network with students in another state to see how regional differences impact how
others think about the Constitution. Taking it a step further, students could interact in
real time with citizens in another country to examine key differences in constitutional
philosophy and law.

SAMR and Webb’s Depth of Knowledge

Many educators use the SAMR model and Webb’s Depth of Knowledge (DOK)[1] in
tandem to make their technology integration more purposeful. However, it’s a
common mistake to conflate the two models and think that deeper technology
integration (the M and R in SAMR) leads to higher-order thinking skills or increased
rigor defined in Webb’s DOK. This is simply not the case.

So, while it may be helpful to use SAMR and Webb’s Depth of Knowledge to better
flesh out your instructional strategy, keep in mind that they were designed for very
different purposes.

Putting the SAMR Model into Context

A buzzword that’s been on everyone’s lips several years—even more so since the
onset of COVID-19—is “blended learning.” Educators talk about incorporating
technology into lessons on a regular basis, but are you doing it in a meaningful way?

Simply substituting an eBook for a textbook or streaming the same lessons over
video chat aren’t going to cut it. It’s essential to be purposeful in how you integrate
technology into your instruction.

Just don’t fall into that ever-present trap of thinking that Redefinition is the goal or the
best approach in all cases. Remember: SAMR is a spectrum. Substitution can be
your best option for a particular setting. But if your entire instructional approach
consists of digitizing your resources without enhancing them—that textbook to eBook
transition—then it may be time to evaluate why you’re using technology in the first
place.

Layering technology into antiquated tasks isn’t going to improve the learning
experience. But purposefully altering the substance of these tasks to address the
skills students need today—and those they’ll need tomorrow—will enhance learning.
The TPACK Framework Explained
(With Classroom Examples)
April 20, 2022

Topics: Curriculum & Instruction

TPACK is a technology integration framework that identifies three types of

knowledge instructors need to combine for successful edtech integration—
technological, pedagogical, and content knowledge (a.k.a. TPACK). While TPACK is
often compared with the SAMR Model, they are very different in scope.

Later, we’ll take a look at the differences of these frameworks in more depth. But to
quickly give you a little context, the SAMR Model is really designed to provide a high-
level gauge of the degree of technology use, but some consider it to be overly simple
and somewhat confusing. The TPACK framework, on the other hand, provides more
of a map for understanding how to integrate technology into the classroom
effectively.

Let’s dive into the purpose and elements of TPACK.

Image based on the original on TPACK.org

The center of the diagram, otherwise known as TPACK, represents a full

understanding of how to teach with technology. Keep in mind that this is not the
same as having knowledge of each of the three primary concepts individually.
Instead, the point of TPACK is to understand how to use technology to teach
concepts in a way that enhances student learning experiences.

Let’s say, for example, that you deliver content to your students via your learning
management system (LMS). Even if you have sufficient knowledge of the content
you’re teaching (CK) and of your LMS (TK), you might still subject your students to
an entire online course of text-based PDFs.
While this is an adequate display of both content and technical knowledge, you could
argue that it is not enhancing the learning experience. However, if you recognized
how your content could be presented in a more interactive way—e.g., video, class
discussion, game, etc.—and you knew how to make that happen via your LMS, then
you just leveled up to Technical Content Knowledge (TCK).

Key Differences Between the TPACK and SAMR Tech

Integration Frameworks
As mentioned before, the SAMR Model is quite different from TPACK. And because
more educators know about SAMR, it’s worth taking a few moments to address how
they’re different and the implications they have on your instructional strategy.

To do that, here’s Kellie Ady, our Director of Education Solutions, discussing the
differences between TPACK and SAMR with our former Senior Instructional
Designer Bradley Kemp.

Why Is TPACK Important?

Most instructors and administrators recognize the benefits technology can have in
the classroom—whether that be preparing students for a technology-driven world or
helping to simplify course, school, and district management. But too many view
technology as a silver bullet to the challenges they face. It’s sometimes assumed,
consciously or not, that digital tools alone can improve education.

This is exactly why the TPACK framework is important. It’s easy to think that adding
a great LMS to your class strategy is going to enhance learning. But TPACK shows
us that there’s a relationship between technology, content, and pedagogy, and the
purposeful blending of them is key.

If nothing else, TPACK can be a helpful mantra urging you to step back and look at
your whole strategy and the nuanced connections between all of its moving parts.
In a study conducted by the ASCILITE, or the Australasian Society for Computers in
Learning in Tertiary Education, researchers found that the TPACK framework
enhanced teacher candidates’ ability to use technology in their learning and later in
their professions.

“This present understanding of the use of TPACK,” author of the study Dr. Dorit Maor
explains, “also paves the way for educators to engage students in collaborative
learning and to develop the concept of digital pedagogies. Digital pedagogies may
be the concept that can encompass all: teaching approach, students’ attitudes, and
desired learning outcomes.”

She goes on to say that the framework should also be used to develop new forms of
professional development “to promote a better understanding of the synergy
between technology and pedagogy.” Given its potential impact on teachers, teacher
training, professional development, and student outcomes, claiming that TPACK is
an important concept in education may be an understatement.

An Example of How to Incorporate the TPACK

Framework in Your Classroom
 Now that you know what the TPACK framework is and why it’s important, let’s look at
how it can be applied in the classroom. Below is an example of how you can use
your technological, pedagogical, and content knowledge to enhance a lesson.

Below is an example inspired by a video by Sophia.org.

Your Original Lesson Plan

Imagine you are a 7th grade life sciences teacher. The topic is “cell anatomy.” Your
objectives are to describe the anatomy of animal cells and explain how the
organelles work as a system to carry out the necessary functions of the cell.

The traditional strategies or activities might go as follows:

 Walk through the cell’s anatomy and the basic functions of each organelle, referencing the
diagram in the textbook.
 Break the class into small groups. Task each group with labeling their own diagram of cell
anatomy and researching a single process to present to the class later on. You may want to
choose the process for them to avoid duplicate presentations.
 Have each group present the cell process they researched to the class.

Got it? Okay. So how might the TPACK framework be used to enhance this lesson?

Applying Technological, Pedagogical, and Content Knowledge to

Your Lesson

As mentioned before, the TPACK framework is based on three primary forms of

knowledge. So your first step should be to understand your primary forms of
knowledge in the context of this lesson.

 Content Knowledge (CK)—what are you teaching and what is your own knowledge of the
subject? For this lesson, you’ll need a solid understanding of cell anatomy and processes.
 Pedagogical Knowledge (PK)—how do your students learn best and what instructional
strategies do you need to meet their needs and the requirements of the lesson plan? In this
case, you’ll need to understand best practices for teaching middle school science and small
group collaboration.
 Technological Knowledge (TK)—what digital tools are available to you, which do you know
well enough to use, and which would be most appropriate for the lesson at hand? For this
lesson, students will need to label a diagram and present, so the ability to fill in blanks with
an answer key, find images from the internet, create slides, etc. are important.

Now that you’ve taken stock of your primary forms of knowledge, focus on where
they intersect. While the ultimate goal is to be viewing your lesson and strategy
through the lens of TPACK, or the center of the model where all primary forms of
knowledge blend together, taking a moment to consider the individual relationships
can be helpful.

 Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching

specific content to your specific students.
 Technological Content Knowledge (TCK)—knowing how the digital tools available to you
can enhance or transform the content, how it’s delivered to students, and how your students
can interact with it.
 Technological Pedagogical Knowledge (TPK)—understanding how to use your digital
tools as a vehicle to the learning outcomes and experiences you want.
 Now let’s weave all this technological, pedagogical, and content knowledge (TPACK)
together and enhance the activities of our original lesson plan. The ideas below are
examples of activities that can be added to the original list. Remember, the goal is to
be purposeful in applying each form of knowledge.

1. After walking through the different parts of a cell’s anatomy, break your students into small
groups and have them collaborate on completing a Check for Understanding quiz via your
LMS. Include an interactive question that provides a diagram of a cell with blank labels and
requires students to drag and drop the proper labels in place from an answer key (in
Schoology Learning it’s called a “Label Image” question).
2. Give each group a device with recording capabilities. Have each member of the group
choose an organelle to personify and have them record each other explaining who they are
(or which organelle they are) and why they are important for the cell. Finally, have them
upload their videos to a media album so your students can watch each other’s videos on
their own time and leave comments.
3. Instead of researching a cell process (e.g., cell respiration, energy production, etc.) in one
type of cell, have your students compare the process between animal and plant cells and
make conclusions regarding the differences they find. Require each group to construct an
artifact of their research by creating a one-page brief, a flowchart comparison, or a video
explanation. This can be turned in via an assignment in your LMS for credit.
4. Armed with their knowledge of cell anatomy, function, and processes, have your students
analyze the connections between different animals and plants in their natural habitats. Have
each group infer what might happen when one animal or plant is placed in a habitat other
than it’s natural one. Each group should compile evidence to make their case (articles,
videos, etc.) using Padlet, Evernote, or other similar tool.

For more TPACK planning steps and lesson examples, see this article from the
Journal of Technology and Teacher Education (JTATE).

Broad Benefits of the TPACK Framework

You don’t have to go all in with TPACK to gain something from it. Whether you apply
it to every lesson or revisit it from time to time, this framework can help you think
more strategically about how you’re using technology in the classroom. Try it. You
may be surprised at what your lessons and strategies can become through the
meticulously thoughtful lens of the TPACK framework.

To learn more about the TPACK framework, visit TPACK.org.