The SAMR model was developed by Dr. Reuben Puentedura to help educators rethink the way they use technology to enhance and encourage student learning. Because the use of computers in education is still relatively new, tech tools are not being used to their full potential in the classroom and this is the impetus behind SAMR. This model was designed to push educators towards more creatively intentional use of today’s available technology. The acronym SAMR stands for Substitution, Augmentation, Modification and Redefinition.

The SAMR graph helps to show the progression of the levels of computer use in academia. At its simplest level, the computer is used as a substitution. A research report can now, for example, be typed on the computer instead of being handwritten. At this level, other computer and tech capabilities are being ignored. A student could be encouraged to embed links in the bibliography which would redirect back to the source (Augmentation), or present the report as an oral report in video form with additional data or sub-points branching off of the main report (Modification), or the report could be something entirely different. A research paper in Redefinition mode makes creative use of all the new technology and connectivity that is now available to us.

A research project enters the “Red” zone, when the purpose of the assignment (that of demonstrating new knowledge garnered by thorough researched) makes authentic use of available technology and “redefines” the assignment. An audio-visual report might be given that augments the live speaker’s informative talk with video and sound back-up and may even include a real-time Skype interview with an expert in the field with the opportunity for other students in the classroom to also interact with the expert and ask questions or even suggest future experiments or areas to investigate.

I am attempting to pull our school library into the “Red” zone, or at least the “Mod” zone now by adding features to its website that will help students in various ways. Students will be able to link directly to library-authorized educational games that they will be allowed to play in the library after school. They will be able to see and hear their favorite library assistant, Baabara the Lamb, read a story to them. They will be able to watch fellow student storytellers present a variety of folktales from all over the world and leave comments and questions for them. Watching a video of themselves will also teach them which public speaking skills they still need to work on. They will be able to select the perfect Guided Outside Reading book by reading summaries and fellow students’ comments and recommendations.

The plan starts with a need and tries to fill it using tech resources and capabilities in the most direct way possible. I hope that these new capabilities will help school families get even more out of their library interaction experience.

Schematic of new CAJ library site: