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The SAMR Model: Technological Integration into Higher Education
Ruben R. Puentedura, Ph.D.
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Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
Enha
ncem
ent
Transformation
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)
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Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
![Page 4: The SAMR Model: Technological Integration into Higher](https://reader030.vdocuments.us/reader030/viewer/2022012501/617aa246a731e3480608057c/html5/thumbnails/4.jpg)
Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
![Page 5: The SAMR Model: Technological Integration into Higher](https://reader030.vdocuments.us/reader030/viewer/2022012501/617aa246a731e3480608057c/html5/thumbnails/5.jpg)
Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
![Page 6: The SAMR Model: Technological Integration into Higher](https://reader030.vdocuments.us/reader030/viewer/2022012501/617aa246a731e3480608057c/html5/thumbnails/6.jpg)
Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
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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.
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Effec
t Size
-0.75
0
0.75
1.5
2.25
3
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).
SAMR and the Use of Tablets in Education
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Social Mobility Visualization Storytelling Gaming200,000
years70,000 years
40,000 years
17,000 years
8,000 years
Ruben R. Puentedura, “Technology In Education: The First 200,000 Years” The NMC Perspective Series: Ideas that Matter. NMC Summer Conference, 2012.
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Social Mobility Visualization Storytelling Gaming200,000
years70,000 years
40,000 years
17,000 years
8,000 years
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Bookmarks
Discussions
Blogging
Telepresence
RSS Feeds
Microblogging
Wikis
File Sharing
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Social Mobility Visualization Storytelling Gaming200,000
years70,000 years
40,000 years
17,000 years
8,000 years
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Class Homework
WorldSchool Home
Learning Environments
Contextual Search/Augmented Reality Sensors/Recorders
Mobile Tools Cloud Resources
The Lively SketchbookThe Curiosity Amplifier
Ruben R. Puentedura, “The Lively Sketchbook”. Hippasus Blog. (2010)John Seely Brown. “A New Culture of Learning”. NMC Summer Conference, Closing Keynote. (2010)
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Social Mobility Visualization Storytelling Gaming200,000
years70,000 years
40,000 years
17,000 years
8,000 years
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Social Mobility Visualization Storytelling Gaming200,000
years70,000 years
40,000 years
17,000 years
8,000 years
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ImageAssembly
SequentialArt
MovingImage
InteractiveMedia
InteractiveFiction
5-Card Nancy Comic Life Premiere Pachyderm Inform 7
Narrative sources;Narrative constraints
Pictorial vocabulary;Narrative transitions;
Text/image integrationCDS Seven Elements;Montage structures
Narrative structures;Narrative flows Ludic elements
Infinite Canvas
Prezi
SOC
IAL
PLACE
CO
NN
ECTIO
N
TIME
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Social Mobility Visualization Storytelling Gaming200,000
years70,000 years
40,000 years
17,000 years
8,000 years
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Formal Definition of Game (Salen & Zimmerman)
“A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.”
Katie Salen and Eric Zimmerman. Rules of Play: Game Design Fundamentals. The MIT Press, 2003.
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The EdTech Quintet – Associated Practices
Social Communication, Collaboration, Sharing
Mobility Anytime, Anyplace Learning and Creation
Visualization Making Abstract Concepts Tangible
Storytelling Knowledge Integration and Transmission
Gaming Feedback Loops and Formative Assessment
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Phil Gersmehl. Teaching Geography. The Guilford Press. (2005)
Location Position in space
Condition Mix of natural & artificial
features that give meaning to a location
Links Connections between
places
Formal Region Group of places with
similar conditionsFunctional Region
Group of places linked together by a flow
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Spatial Thinking Skills
Comparison How are places similar or different?
Aura What is this place’s influence on nearby places?
Region What nearby places are similar to this one?
Transition How do things change between two places?
Hierarchy What larger area is this area inside? What smaller areas are inside it?
Analogy What places have similar conditions?
Pattern What distinctive arrangements can you see on a map?
Association Are these patterns similar?
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Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
![Page 24: The SAMR Model: Technological Integration into Higher](https://reader030.vdocuments.us/reader030/viewer/2022012501/617aa246a731e3480608057c/html5/thumbnails/24.jpg)
Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
![Page 25: The SAMR Model: Technological Integration into Higher](https://reader030.vdocuments.us/reader030/viewer/2022012501/617aa246a731e3480608057c/html5/thumbnails/25.jpg)
Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
![Page 26: The SAMR Model: Technological Integration into Higher](https://reader030.vdocuments.us/reader030/viewer/2022012501/617aa246a731e3480608057c/html5/thumbnails/26.jpg)
Substitution Tech acts as a direct tool substitute,
with no functional change
Augmentation Tech acts as a direct tool substitute,
with functional improvement
Modification Tech allows for significant task redesign
Redefinition Tech allows for the creation of new tasks,
previously inconceivable
![Page 27: The SAMR Model: Technological Integration into Higher](https://reader030.vdocuments.us/reader030/viewer/2022012501/617aa246a731e3480608057c/html5/thumbnails/27.jpg)
Hippasus
Blog: http://hippasus.com/blog/ Email: [email protected]
Twitter: @rubenrpThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.