Substitution - Augmentation - Modification - Redefinition


Engaging or 'Hooking' Learners

The 'hook' is at the centre of the Manaiakalani understanding of SAMR - if learners are not engaged, schools won't get shifts in achievement. The first term of having a device is the 'honeymoon' period for engagement, teachers can get away with 'substitution' focused learning tasks. After a period of time however, learners will lose engagement. Schools need the hook of 'modification' and 'redefinition' for transformation.

What is SAMR?

The SAMR model, developed by Ruben Puentedura, guides stages of technology integration in learning environments, in relation to learning task design. It is often referred to as the 'SAMR ladder', though it's important to remember that ladders are for moving up and down, not just up, and each rung in a ladder contributes to 'climbability'. Tasks designed at all stages of SAMR are valuable in different ways. To make the most of access to 1:1 mobile, connected, student owned devices in the classroom for engagement and accelerated achievement, learning tasks need to be redesigned so that they are increasingly meaningful and authentic (future-focused, competency based, and including local school values), operating to activate higher order thinking skills (Blooms/Anderson's taxonomy), and moving students to extended abstract understandings (SOLO taxonomy).

Watch these videos to support your understanding of SAMR:

Introduction to SAMR

Ruben Puentedura on the impact of the SAMR model