Evaluating Myself with the SAMR Model

Image source: Renaissance nearpod

What Is the SAMR Model?

Image source: edutopia

One of the frameworks I explored this week is the SAMR model, created by Dr. Ruben Puentedura. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. The model describes four levels of how technology can be integrated into learning:

• Substitution – Technology replaces a traditional tool with no functional change. Example: typing a paper in Google Docs instead of handwriting.

• Augmentation – Technology substitutes but also adds functional improvements. Example: using Google Docs with spell check and comments.

• Modification – Technology allows for a significant redesign of a task. Example: Students collaborate in real-time to co-author an essay with multimedia elements.

• Redefinition – Technology enables new tasks that would not be possible without it. Example: students create a podcast or video project that connects them with a global audience.

This framework helps educators reflect on whether we are simply “using tech” or whether we are truly transforming learning. Learn more about SAMR here.

Where I Fall on the Spectrum

Currently, I spend most of my time between Augmentation and Modification. In my daily classroom practice, I frequently rely on tools such as Google Docs, Pear Deck, and Nearpod.

For example, when I teach reading, I use Nearpod for comprehension checks. If students were using paper, they could answer questions individually; however, Nearpod adds functional improvements, such as instant feedback, interactive polls, and anonymous participation. This is Augmentation, because the technology improves the task rather than just replacing it.

In writing, my students draft their work in Google Docs. At first, this is substitution (typing instead of handwriting). But when they use real-time editing, comments, the built-in dictionary, or voice typing to support English learners, it becomes an augmentation. I can also conference digitally with students while they’re still working, which provides immediate feedback.

Examples of Modification in My Practice

There are also times I reach Modification. A clear example is in multimedia projects. Last year, my students created digital “rockumentaries” about mental health awareness. Instead of writing a traditional essay, they storyboarded, recorded interviews, layered background music, and edited the final product with video tools. The technology didn’t just enhance the task; it redesigned it into something more authentic and engaging.

Another instance was in science when students created stop-motion videos to model the phases of the moon. Without technology, this would have been a static drawing or diagram. With technology, it became a dynamic, student-directed demonstration of understanding.

Why I’m Here Now

I believe I land between augmentation and modification because most of my daily routines use technology to make tasks more efficient, accessible, and engaging. However, truly moving into redefinition requires more intentional planning. Redefinition often takes more time, collaboration, and scaffolding for students to become comfortable with advanced tools.

Still, the benefits are worth it. When students publish work for an authentic audience or create something that simply isn’t possible without technology, their motivation skyrockets.

Looking Ahead

My next goal is to push more lessons into the Redefinition stage. For example, in my upcoming Vision and Light science unit, I want students to use green-screen video editing to model how light travels through different materials. This project could allow them to demonstrate scientific concepts creatively while practicing communication and collaboration skills.

Technology is no longer just an “add-on” in my classroom—it’s part of how students think, create, and share their learning. The SAMR model helps me reflect on whether I’m settling for convenience or truly transforming instruction.