This document provides examples of how teachers can implement the SAMR model in their classrooms using technology. It begins with definitions of the different levels of the SAMR model from substitution to redefinition. Several classroom scenarios are then described and categorized based on their appropriate SAMR level. These scenarios range from using online tools like Google Docs for collaboration to simulations and games that redefine traditional classroom tasks.

1. SAMR Scenarios

3. ● Word processor vs. handwriting
● SMART Board vocabulary game
Substitution:
• What will I gain by replacing the older technology with
the new technology?

4. ● Using spell check and word count
● Searching an etext for important terms
Substitution to Augmentation:
• Have I added a feature to the task process that could
not be done with the
older technology at a fundamental level?
• How does this feature contribute to my design?

5. ● Adding multimedia to a presentation
● Using a response system for assess
●●
Augmentation to Modification:
● • How is the original task being modified?
● • Does this modification depend upon the new
technology?
● • How does this modification contribute to my design?
● ment

6. ● Collaborative writing with Google Apps
● Students use Edmodo for discussion
● Students use a GPS receiver to measure slope
Modification to Redefinition:
• What is the new task?
• Will it replace or supplement older tasks?
• How is it uniquely made possible by the new technology?
• How does it contribute to my design?

7. SAMR Scenarios
Read each scenario and select the
correct SAMR level.

8. U.S. History Blogging
Juniors are creating
blogs from the point of
view of an 1850s
American. They are
reading links connected
to different primary and
secondary sources and
reacting to events on
their blog starting with
the Compromise of 1850
and ending with the
election of 1860.
Redefinition
Bloom's Create and Evaluate

9. Budgeting Online
Augmentation
Bloom's Analyze
Students created a
Thanksgiving budget using
a Google Doc spreadsheet
and a MultiUrl site I created
that linked them to different
grocery stores. They had to
"shop" online, write down
their items and costs and
make sure the numbers fit
within the given budget.

10. Edmodo Quizzes Students have started
using their email to
correspond with me when
they're absent and if they
have questions from class.
We've also been using
Edmodo quizzes as warm
up activities and lesson
assessments. I've linked
different websites for extra
practice to their Edmodo
pages. Some used in
class and others are there
for them to practice at
home.
Redefinition
Bloom's Understand

11. Polar Bears
Reading blog about
Polar Bears,
completing a Google
form based on the
comprehension of
recent updates.
Teacher gets
immediate feedback
to assess student
knowledge. Modification
Bloom's Understand

12. Ocean Landforms
Students are using the
Chromebook to
complete a webquest
on Ocean Landforms.
The students are
writing stories titled
"My Underwater
Adventure" and then
collaborating with
Redefinition other students to edit.
Bloom's Create

13. Redefinition
Bloom's Create and Evaluate Oregon Trail
Using Oregon Trail simulation (game) software, students will collect virtual
experiences to use in a "you are there" reflection about the pioneers, and
use the experience to spark ideas about space exploration, the "Final
Frontier".
1. Students will make the same decisions pioneers did on the Oregon
Trail using Oregon Trail 2 or 5 software, and their decisions will impact
their survival and success.
2. Students will create a journal relating the decisions they made, and
use digital photos to insert themselves into a pioneering photo or
painting.
3. Students will compare their preparations for their trek West to the
supplies and equipment astronauts need for trips to the International
Space Station, returning to the Moon, and the mission to Mars in the
2030's.
4. Students will work in pairs to make decisions on the Oregon Trail, and
work in fours to connect the Oregon Trail simulation to a future Moon
or Mars mission.

14. Redefinition
The Hero's Journey
Bloom's Create
Description:
Students learn about heroic journeys through a geocaching activity and
Google Earth project.
1. Students will use a Google form to indicate their favorite genre of
literature. This information will be used to group students by interest.
2. After discussing the Odyssey, students will learn how to use GPS
receivers to go on a scavenger hunt around campus. They will work in
teams to find clues to help them determine the stages of a heroic
journey.
3. Students will unscramble the scrabble pieces to form words. Each
group will write their word on the SMART Board and convert to text so
that the stages of a heroic journey can be placed in the correct order.
4. Students will be asked to work in pairs and choose a piece of literature
or a movie that has the stages of a heroic journey.
5. After learning how to create placemarks in Google Earth, students will
work in pairs on a Google Earth lit trip about their hero's journey.

15. Socratic Seminar with Backchannel
https://sites.google.com/site/rd2ipac/main-course/high/socratic-seminar-with-backchannel
Description:
This plan is for an updated version of a Socratic Seminar that uses a
Backchannel
Students prepare for 6-10 topics; I pick 2-4 for them to discuss. Since I teach
English these are discussion-type questions based on literature although we've
also done seminars on research topics, notes, etc. A Socratic Seminar can
really be applied to any discipline.
After having time to write on the given topics, usually half a block or so, the
class is then divided into two equal groups, which will form two circles, an inner
and an outer one. While the inner one discusses the topics, with the teacher
only moderating, the outer circle will use a backchannel to make germaine
comments. The teacher usually decides when to move on to the next topic.
Modification
Bloom's Analyze and Evaluate

16. Human Body Systems Jigsaw
Description:
Students learn about the organs and functions of the human body systems.
After a pre-assessment I decided to jigsaw the systems so that collaborative
groups of students could gather information based on standards and present the
system to their peers. Before we began, the class gathered and created the
grading rubric together. After each presentation we gathered as a class and
discussed the positives and negatives of each group's work.
Directions:
To make this project truly collaborative, ask students to help create the rubric
(My students made this more difficult than I would have). Allow students time to
work together and report back at intervals that are appropriate. My students
used Google Docs to show their progress. As the "Guide on the Side" I
stipulated that all information in the students' notes was required to be included
in each presentation so that all required content would be presented to students.
They did not take notes, I shared the required information with them in a Google
Doc and they were required to make it flow and work in their presentation. Modification - Redefinition
Bloom's Evauate and Create

17. Passport to America
Description: Students will participate in various simulation activities that are
similar to immigration in the late 1800s and early 1900s.
https://sites.google.com/site/rd2ipac/main-course/elementary/united-states-
bound
Students research a country's history and determine why they would want to
leave their country to immigrate to the U.S. (Students located information on
the following topics-population, industry, government, religion, culture/traditions,
vegetation, and language.) Students recorded their information in their blog.
Angel/Ellis Island: Depending on the country the students immigrated from,
students researched the immigration station they would have traveled through
before entering the United States. Each group compared and contrasted the
information using a Venn Diagram on the SMART Board.
Augmentation - Modification
Bloom's - ALL

18. Redefinition
Inventions: Kids Create!
Bloom's Create
1. Group students into 4-5. Students will have 15 minutes
to develop an invention using the materials given to them.
2. Instruct students to create a poster to advertise their
invention. Include the following information; name of the
invention, picture, price, and a slogan for your invention.
Allow 15-25 minutes.
3. Ask students to develop a short commerical to persuade
their peers to purchase their invention. Allow 10-15
minutes.
4. Allow groups to present.
5. Whole group discussion examples-What is the hardest
part of creating an invention? What is the easiest part of
creating an invention? how has this process helped you to

19. Redefinition
QR Codes
Bloom's Understand and Create
In my classroom, QR codes have become a
key way to collect and share information. In the
laboratory, one way students use QR codes is
to access safety information. They also are
able to access and watch short student -
created videos on how to use various pieces of
equipment, which saves instructional time. In
the classroom, students use QR codes to sign
up for tutorial sessions, access interactive
websites, watch teacher and student created
instructional videos.

20. Wordle
Here is a first day of school activity perfect if you
are in a 1:1 computing environment!
Instead of having the student fill out a notecard
with information about themselves (boring), I had
them complete a Wordle.
I then printed out the Wordles on a color printer,
laminated them, and displayed them in the room.
Augmentation
Bloom's Understand and Apply

21. Use Google Presentations
I use Google Presentation instead of tools like PowerPoint
because of the flexibility Google offers to connect with my
students. Google presentations can be embedded in
websites, easily linked to media (such as YouTube videos),
and shared using other extremely helpful tools such as
Edmodo. My students like the fact that updates or
modifications are immediately available so if we record a
solution to a problem on the Smartboard, for instance, I can
post a link or insert the video in the presentation for
students to refer to later. During direct instruction, students
like that they can control the pace at which they are able to
move through a presentation. Additionally, students can
easily interact with the presentations on their smart
devices. Modification
Bloom's Apply