The Substitution Augmentation Modification Redefinition Model (SAMR) shows a progression that is often followed as we progress through teaching and learning with technology or BYOD (Puentedura, 2014). As we move from simply using BYOD or any other technology to understanding the pedagogical underpinnings of technology use, it becomes more invisibly woven into the demands of good teaching and learning (Puentedura, 2014). Brief information about each level of the SAMR model with reference to Bloom’s Taxonomy and use of various educational apps on BYOD is provided below:
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Level 1: Substitution- Technology is used to perform the same task as was done before the use of computers. There is no functional change in teaching and learning. For example: instead of writing, students type the worksheet.
Level 2: Augmentation- Technology offers an effective tool to perform common tasks. There is a functional change and technology offers a better solution. For example, a student takes an online quiz instead of a paper based test. Here the teacher and student both get immediate feedback and the next day’s lesson can be easily planned accordingly.
Level 3: Modification– This is the first step in transforming the classroom using technology. Common classroom tasks are being accomplished through the use of computer technology. For example, a PhET Simulation lab to practice circuits instead of a hands-on lab to provide students basic understanding.
Level 4: Redefinition-Computer technology allows for new tasks that were previously inconceivable. For example students will make a digital story to demonstrate their understanding of the topic at hand.
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While moving from level 1 through level 4, teaching and learning becomes more student-centred and moves up through Bloom’s Taxonomy. The purpose of this tutorial is to provide the right tools with which educators can reach the highest levels of the SAMR Model and Bloom’s Taxonomy using BYOD in the classroom.
