The SAMR model provides a simplistic, yet powerful framework to help educators move towards more meaningful integration of technology in the classroom.  SAMR stands for Substitution, Augmentation, Modification, and Redefinition and it represented a continuum defined as follows:

Substitution: Technology is used as a direct substitute for what you might do already, with no functional change.
Augmentation: Technology is a direct substitute, but there is functional improvement over what you did without the technology.
Modification: Technology allows you to significantly redesign the task.
Redefinition: Technology allows you to do what was previously not possible.

Often the entry level in the model, Substitution, is unfortunately not viewed in the most positive light.  An example of Substitution would be a student typing up an assignment instead of writing it out on paper.  While there is literally no functional change in this process, I believe we need to understand, and in fact honour, just how important this shift can be in the SAMR journey.

For many of us, integrating new tech in our classrooms often means investing lots of time in learning about the new technology.  It can make us feel vulnerable and it can take quite some time before we feel comfortable in using the technology in our teaching practice.  As such, I often observe colleagues looking for ways to easily incorporate the technology into what they are already doing with their students.  I actually think this a great way to start one’s journey with new technology. It lets you integrate the tech in a low-risk way (since the only new thing in the equation is the technology itself), which in turn gives you the time and space to develop your skillset and level of confidence with the new tool.

One important thing to note however, while Substitution is a great start when it comes to integrating new technology in your teaching practice, it’s important that the technology has the ability to move towards Augmentation, Modification, and ideally Redefinition.

For example, if all you ever do is replace a worksheet from being completed on paper to being completed on a computer, you won’t enhance and improve learning for your students.  It’s important that we purposefully select technology that has the ability to Redefine learning, even if we start by using it in a Substitutive way.

A tool like Google Docs highlights this perfectly.  You could implement Google Docs with your students and just have them type up assignments using this tool instead of writing up assignments on paper.  This would be Substitution and it would never move beyond that.  The great thing about Google Docs though is that is has the ABILITY to Redefine learning.  You could in fact have students collaboratively use this tool with students not even in the room (i.e. in other classrooms, in other schools, and even other countries).

So don’t feel like starting with the “S” in SAMR is a bad thing, just be sure you’re on track to move towards “A”, “M”, and eventually “R”!