Building Transformation:

An Introduction to the SAMR Model

Ruben R. Puentedura, Ph.D.
 Redefinition

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, with

functional improvement

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)
 Step 1

The teacher provides a description, explanation, or example of the new term

Step 2

Students restate the explanation of the new term in their own words

Step 3

Students create a nonlinguistic representation of the term

Step 4

Students do activities that help them add to their knowledge of vocabulary terms

Step 5

Students are asked to discuss the terms with one another

Step 6

Students are involved in games that allow them to play with the terms
R.J. Marzano. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: ASCD, 2004
 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
 Study SAMR Level Description Effect Size

CAI system used to support direct

Ligas (2002) S 0.029
instruction approach for at-risk students.

Multimedia resources provided to

Xin & Reith (2001) A contextualize learning of word meanings 0.264
and concepts.

Higgins & Raskind Software/hardware used for text-to-speech,

(2005) M definitions, pronunciation guide for children 0.600
with reading disabilities.

Software presents students with reading

Salomon, Globerson &
R principles and metacognitive questions as 1.563
Guterman (1989)
part of the reading process.

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).
 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

Kenneth A. Kiewra, “Students’ Note-Taking Behaviors and the Efficacy of Providing Instructor’s Notes for Review”. Contemporary Educational Psychology, v10 n4. (1985)
 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

John C. Nesbit and Olusola O. Adesope, “Learning With Concept and Knowledge Maps: A Meta-Analysis”. Review of Educational Research, Vol. 76, No. 3. (2006)
 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
 Place/Space

Place Identity

Home Diaspora Theatrical Space

Rooted Nomadic

Helen Nicholson. Theatre & Education. Palgrave Macmillan. (2009)

Shigeru Ban - Log House, Kobe – Photo by Forgemind ArchiMedia
Shigeru Ban - The Nomadic Museum – Photo by weird tramp
 The Big Idea: The big idea is a broad concept
can be explored in multiple ways, is eng
and has importance to learners, and
larger society. Examples of big id
Resilience, Separation, Creativi
Health, Sustainability, and
Democracy.
Essential Question: By de
the big idea allows for the
generation of a wide varie
essential questions. Eventu
process narrows to one ess
question that reflects the in
of the learners and the needs
their community.
The Challenge: From the essentia
question a concise challenge is articul
that asks the learners to create a specific so
Challenge Based Learning - About CBL (2011)
 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
Hippasus

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Email: rubenrp@hippasus.com
Twitter: @rubenrp
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