A Model for Expanding Tech Use in Classrooms

Focus: DIGITAL LEARNING

Simply using technology in our schools is not enough. School districts must consider how often and how effectively the tools of technology are being incorporated into classroom teaching.

In an effort to do so, the 1,500-student Clayton, N.J., Public School District explored various options to collect qualitative and quantitative data. After attending workshops and visiting several school districts, we decided to adopt the SAMR model — Substitution, Augmentation, Modification and Redefinition.

Developed by Ruben Puentedura, founder of Hippasus, a consulting firm focusing on applications of information technologies to education, the model helps educators infuse technology into teaching and learning, which in turn transforms learning experiences and allows students to reach higher levels of achievement. I first learned of Puentedura’s SAMR concept at an Apple training session on infusing technology into the classroom.

Four Steps

The SAMR model is a four-stage process that is broken down as follows:

SUBSTITUTION. In this phase, technology is used as a direct substitute tool, with no functional change. For example, an interactive whiteboard replaces a chalkboard.

Substitution is not necessarily a bad thing. Even at this level, you can increase student engagement in lessons. The bright, attractive display on a whiteboard can grab the attention of students who might ignore a basic chalkboard. Of course, it is not enough to use technology just as a “shiny new toy.” Our district’s goal is to extend learning in new directions, so we look at how we might go beyond mere substitution.

AUGMENTATION. In this phase, technology is used as a direct substitute tool, with some functional improvement. For example, video can be embedded into a whiteboard presentation. This allows us to engage students with different learning styles relatively easily.

MODIFICATION. In this phase, technology allows for significant task redesign. Students can create a movie presentation by combining text, audio and video. Students take the lead in their learning. We encourage creative, collaborative assignments that get our students thinking outside of the box and can be showcased to others. We challenged our teachers, and they accepted, to push themselves to become more than the good teachers they are, to become exemplars to the profession.

REDEFINITION. In this phase, technology allows for the creation of new activities or assignments that were previously inconceivable or undoable. For example, while studying ancient Rome, a 7th-grade social studies class might connect to a class in Rome that is visiting the Coliseum. The students use FaceTime video calling to go on an interactive field trip, then create websites or blogs to display what they learned and to continue the discussion well beyond the classroom. It is imperative to remind teachers that they will not always operate at the redefinition level. We encouraged our teachers to consider reconfiguring a few of their existing projects to reach the redefinition stage.

The first two steps, substitution and augmentation, serve as the enhancement phase of digital learning. The next two steps, modification and redefinition, represent the final transformation phase. It is not uncommon for a district’s technology usage to be at the enhancement level, but if we never make it to the next level, we are shortchanging our students and the technology we have invested in.

Common Vocabulary

Two years ago, our district incorporated SAMR into professional development for both teachers and administrators. The concept was introduced at leadership team meetings, and SAMR became part of our common vocabulary. To continue integration of the model in our three schools, we circulated follow-up video clips that demonstrated the SAMR model with examples from each level and held learning sessions routinely at staff meetings.

We have used the model to accumulate data to measure where we are in our attempts to transform our learning environment, which then serve as the basis for discussion and training opportunities rather than formal observations.

Since adopting the SAMR model, we have seen steady growth in our use of technology. Two years ago, 85 percent of our classrooms were at the substitution level. Now, more than 80 percent of classroom visits find teachers at either the augmentation or modification level.

Additionally, more than three-fourths of our graduates now go on to college, compared to about 60 percent just a few years ago. Our students report feeling more engaged and interested in what they are learning in school. SAMR has proven to be a vital tool for our district in preparing students for what lies ahead.