Skip to main content
SpringerLink
Log in

The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use

  • Original Paper
  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Alonzo, A. C., & Gotwals, A. W. (2012). Learning progressions in science: Current challenges and future directions. New York: Springer Science & Business Media.

    Book  Google Scholar 

  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains: Longman.

    Google Scholar 

  • Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: why multiple-measures are more revealing. Journal of Research on Technology in Education, 37, 45–63. doi:10.1080/15391523.2004.10782425.

    Article  Google Scholar 

  • Berliner, D. C. (2002). Comment: Educational research: the hardest science of all. Educational Researcher, 31(8), 18–20. doi:10.3102/0013189x031008018.

    Article  Google Scholar 

  • Bloom, B. (1956). Taxonomy of educational objectives (Vol. 1). New York: McKay.

    Google Scholar 

  • Branch, R. M., & Merrill, M. D. (2012). Characteristics of instructional design models. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 8–16). Boston: Pearson.

    Google Scholar 

  • Brubaker, J. (2013). SAMR: Model, metaphor, mistakes. Retrieved from http://techtipsedu.blogspot.com/2013/11/samr-model-metaphor-mistakes.html.

  • Design-Based Research Collective. (2003). Design-based research: an emerging paradigm for educational inquiry. Educational Researcher, 32, 5–8.

    Article  Google Scholar 

  • Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241. doi:10.1111/j.1532-7795.2010.00725.x.

    Article  Google Scholar 

  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.

    Article  Google Scholar 

  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. doi:10.1007/bf02504683.

    Article  Google Scholar 

  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: a critical relationship. Computers & Education, 59, 423–435. doi:10.1016/j.compedu.2012.02.001.

    Article  Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2, 87–105. doi:10.1016/s1096-7516(00)00016-6.

    Article  Google Scholar 

  • Hamblen, K. A. (1984). An art criticism questioning strategy within the framework of Bloom’s taxonomy. Studies in Art Education, 26, 41–50. doi:10.2307/1320799.

    Article  Google Scholar 

  • Hennessey, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. doi:10.1080/0022027032000276961.

    Article  Google Scholar 

  • Higgins, E. L., & Raskind, M. H. (2005). The compensatory effectiveness of the Quicktionary Reading Pen II® on the reading comprehension of students with learning disabilities. Journal of Special Education Technology, 20(1), 31–40.

    Google Scholar 

  • Hmelo-Silver, C. E., & Azevedo, R. (2006). Understanding complex systems: some core challenges. The Journal of the Learning Sciences, 15, 53–61. doi:10.1207/s15327809jls1501_7.

    Article  Google Scholar 

  • Hooker, C. (2014). SAMR swimming lessons. Retrieved from http://hookedoninnovation.com/2014/08/01/samr-swimming-lessons/.

  • Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13, 277–302.

    Google Scholar 

  • Inserra, A., & Short, T. (2012). An analysis of high school math, science, social studies, English, and foreign language teachers’ implementation of one-to-one computing and their pedagogical practices. Journal of Educational Technology Systems, 41, 145–169. doi:10.2190/et.41.2.d.

    Article  Google Scholar 

  • International Society for Technology in Education. (2015). ISTE standards. Retrieved from http://www.iste.org/standards/iste-standards.

  • Kelchtermans, G. (2014). Context matters. Teachers and Teaching, 20, 1–3. doi:10.1080/13540602.2013.848519.

    Article  Google Scholar 

  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Technology and Innovation (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators (pp. 3–29). New York: Routledge.

    Google Scholar 

  • Koehler, M., Mishra, P., Kereluik, K., Shin, T., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101–111). New York: Springer.

    Chapter  Google Scholar 

  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: an overview. Theory Into Practice, 41, 212–218. doi:10.1207/s15430421tip4104_2.

    Article  Google Scholar 

  • Lei, J., Conway, P. F., & Zhao, Y. (2008). The digital pencil: One-to-one computing for children. Mawhaw: Erlbaum.

    Google Scholar 

  • Ligas, M. R. (2002). Evaluation of broward county alliance of quality schools project. Journal of Education for Students Placed at Risk, 7(2), 117–139. doi:10.1207/S15327671ESPR0702_2.

  • Linderoth, J. (2013). Open letter to Dr. Ruben Puentedura [Blog post]. Retrieved from http://spelvetenskap.blogspot.com/2013/10/open-letter-to-dr-ruben-puentedura.html.

  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Mishra, P., Koehler, M. J., & Kereluik, K. (2009). Looking back to the future of educational technology. TechTrends, 53(5), 48–53. doi:10.1007/s11528-009-0325-3.

    Article  Google Scholar 

  • Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. Hoboken: Wiley.

    Google Scholar 

  • Morsink, P. M., Hagerman, M. S., Heintz, A., Boyer, M. D., Harris, R., Kereluik, K., et al. (2011). Professional development to support TPACK technology integration: the initial learning trajectories of thirteen fifth and sixth grade educators. Journal of Education, 191(2), 1–18.

    Google Scholar 

  • Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: advantages of longhand over laptop note taking. Psychological Science, 25, 1159–1168. doi:10.1177/0956797614524581.

    Article  Google Scholar 

  • Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. doi:10.3102/0034654311413609.

    Article  Google Scholar 

  • Pearson, P. D., Ferdig, R. E., Blomeyer, R. L., Jr., & Moran, J. (2005). The effects of technology on reading performance in the middle-school grades: A meta-analysis with recommendations for policy. Naperville: Learning Point Associates.

    Google Scholar 

  • Pepe, C. [Device Smashing Diva]. (2014). SAMR Wheel of Fortune [Video file]. Retrieved from https://www.youtube.com/watch?v=1s0quYx53PI.

  • Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: a broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48, 223–244. doi:10.2190/ec.48.2.f.

    Article  Google Scholar 

  • Puentedura, R. (2006). Transformation, technology, and education [Blog post]. Retrieved from http://hippasus.com/resources/tte/.

  • Puentedura, R. (2014a). Building transformation: An introduction to the SAMR model [Blog post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2014/08/22/BuildingTransformation_AnIntroductionToSAMR.pdf.

  • Puentedura, R. (2014b). Learning, technology, and the SAMR model: Goals, processes, and practice [Blog post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2014/06/29/LearningTechnologySAMRModel.pdf.

  • Reiser, R. A. (2012). What field did you say you were in? Defining and naming our field. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 1–7). Boston: Pearson.

    Google Scholar 

  • Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston: Pearson.

    Google Scholar 

  • Rosenberg, J. M., & Koehler, M. J. (2015). Context and teaching with technology in the digital age. In M. L. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 440–465). Hershey: IGI Global.

    Chapter  Google Scholar 

  • Russell, J. D., Sorge, D., & Brickner, D. (1994). Improving technology implementation in grades5-12 with the ASSURE model. The Journal (Technological Horizons In Education), 21(9), 66–70. Retrieved from https://www.questia.com/library/p1140/t-h-e-journaltechnological-horizons-in-education.

    Google Scholar 

  • Salomon, G., & Perkins, D. (2005). Do technologies make us smarter? Intellectual amplification with, of, and through technology. In R. J. Sternberg & D. D. Preiss (Eds.), Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 69–86). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Salomon, G., Globerson, T., & Guterman, E. (1989). The computer as a zone of proximal development: internalizing reading-related metacognitions from a Reading Partner. Journal of Educational Psychology, 81(4), 620–627.

    Article  Google Scholar 

  • Sherin, M., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475–491.

    Google Scholar 

  • Tabak, I. (2013). Lights, camera, learn: When the set is as important as the actors. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 397–405). New York: Routledge.

    Google Scholar 

  • Urdan, T. (1999). The role of context. Bingley: Emerald Group Publishing.

    Google Scholar 

  • Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23. doi:10.1007/bf02504682.

    Article  Google Scholar 

  • Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: the interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39, 165–205. doi:10.3102/00028312039001165.

    Article  Google Scholar 

  • Xin, J. F., & Rieth, H. (2001). Video-assisted vocabulary instruction for elementary school students with learning disabilities. Information Technology in Childhood Education Annual, 1, 87–104.

  • Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: an ecological perspective. American Educational Research Journal, 40, 807–840. doi:10.3102/00028312040004807.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Leadership and Learning, College of Education, Grand Valley State University, 476C DeVos, 401 Fulton W., Grand Rapids, MI, 49504, USA

    Erica R. Hamilton

  2. Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, Room 447, East Lansing, MI, 48824, USA

    Joshua M. Rosenberg

  3. Department of Leadership, Technology, and Human Development, College of Education, Georgia Southern University, Statesboro, GA, 30458, USA

    Mete Akcaoglu

Authors
  1. Erica R. Hamilton
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Joshua M. Rosenberg
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Mete Akcaoglu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Erica R. Hamilton.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hamilton, E.R., Rosenberg, J.M. & Akcaoglu, M. The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. TechTrends 60, 433–441 (2016). https://doi.org/10.1007/s11528-016-0091-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-016-0091-y

Keywords

Search

Navigation