In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.
Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. Redefinition means that students use technology to create imperceptibly new tasks.
The Padagogy Wheel V5.0
The following link is to an external site that shares interesting information about The Padagogy Wheel V5.0. There are versions of the Wheel available showing both Apple apps and Android apps. The apps are distributed around the wheel based on their ability to meet the various criteria of the SAMR model.
The Wheels can be printed for use in the classroom or as a quick guide for suggested apps.
The SAMR Model: A 120 Second Video Summary
(transcript) - This is the SAMR Model in 120 seconds.
The SAMR Model is the framework that provides the lens for viewing technology integration in the classroom.
The first level is substitution, or the idea that a block is a block, no matter where it is or how you access it. This would be like using Google Docs as any other word processor. The new tech replaces the old tech, but it does not change the task.
The next level is augmentation. At this level the tech is still a substitute but provides more functionality as students work to complete the same task. The ability to share your Google doc in one click (and the fact that it saves to the Cloud automatically and provides you access from anywhere) is an increase in functionality.
The next level is modification. Here the ball really gets rolling because the technology is used to redesign parts of the task and transform student learning. Students collaborating on one Google doc and using the comment feature to provide instant feedback is an example of modification.
The final level of SAMR is redefinition. At this level, we’re able to design and create new tasks that were once unimaginable. By shifting our perspective from technology just being another block or substitute, we’re able to truly start imagining the possibilities. An example of redefinition would be connecting to a classroom across the world through students sharing Google Docs. They would write their own narrative of the same historical event; using the chat and comment section to discuss the differences. Then students would use the voice comments app to discuss the differences they notice and embed this in their class website as a culture walk.
To recap, substitution is the same task: new tech replaces old tech. Augmentation is the same task but the tech increases functionality. Modification: we’re able to redesign parts of the task Redefinition: we’re able to create new tasks once unimaginable.
As we move from substitution to redefinition we're moving from enhancing to transforming student learning.