SAMR – A Research Perspective

Ruben R. Puentedura, Ph.D.

Transformation
Tech allows for the creation of new tasks,
previously inconceivable

Modification
Tech allows for significant task redesign

Augmentation
Enhancement

Tech acts as a direct tool substitute,

Substitution
Tech acts as a direct tool substitute,
with no functional change
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)
 Redefinition
Tech allows for the creation of new tasks,
previously inconceivable

Modification
Tech allows for significant task redesign

Augmentation
Tech acts as a direct tool substitute,
with functional improvement

Substitution
Tech acts as a direct tool substitute,
with no functional change
 Redefinition
Tech allows for the creation of new tasks,
previously inconceivable

Modification
Tech allows for significant task redesign

Augmentation
Tech acts as a direct tool substitute,
with functional improvement

Substitution
Tech acts as a direct tool substitute,
with no functional change
 Redefinition
Tech allows for the creation of new tasks,
previously inconceivable

Modification
Tech allows for significant task redesign

Augmentation
Tech acts as a direct tool substitute,
with functional improvement

Substitution
Tech acts as a direct tool substitute,
with no functional change
 Redefinition
Tech allows for the creation of new tasks,
previously inconceivable

Modification
Tech allows for significant task redesign

Augmentation
Tech acts as a direct tool substitute,
with functional improvement

Substitution
Tech acts as a direct tool substitute,
with no functional change
 Co Engage in Appreciate and
mp Apply Engage in
Co ete Model quantitative argument from
scientific inquiry Analyze and apply the
nc nc and experimental evaluate data interdisciplinary
ep y reasoning evidence
t design nature of science

Evolution

Information Flow

Structure and
Function

Pathways and
transformations of
matter and energy

Systems

Measuring College Learning Project + Resource Center - Online at: http://highered.ssrc.org/projects/measuring-college-learning-project/

• Substitution to Augmentation:
• Has an improvement been added to the task process that could not be accomplished with the older
technology at a fundamental level?
• How does this feature contribute to the design?

• Augmentation to Modification:
• How is the original task being modified?
• Does this modification fundamentally depend upon the new technology?
• How does this modification contribute to the design?

• Modification to Redefinition:
• What is the new task?
• Is any portion of the original task retained?
• How is the new task uniquely made possible by the new technology?
• How does it contribute to the design?
Tamim, Rana M., Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami, and Richard F. Schmid. "What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study." Review of Educational Research 81, no. 1 (2011): 4-28.
SAMR and the Use of Technology to Enhance Reading Performance in Middle School
3

2.25

1.5
Effect Size

0.75

-0.75
S - 5 Studies A - 4 Studies M - 8 Studies R - 3 Studies

Pearson, P.D., Ferdig, R.E., Blomeyer Jr, R.L., & Moran, J. "The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis With Recommendations for Policy." Learning Point Associates/North Central Regional Educational Laboratory (NCREL) (2005).
 SAMR and the Use of Tablets in Education
3

2.25

1.5
Effect Size

0.75

-0.75
S - 14 Studies A - 7 Studies M - 4 Studies R - 2 Studies

Tamim, R.M., Borokhovski, E., Pickup, D., Bernard, R.M. & El Saadi, L. “Tablets for Teaching and Learning: A Systematic Review and Meta-Analysis." Commonwealth of Learning (COL) (2015).
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Email: rubenrp@hippasus.com
Twitter: @rubenrp
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