SAMR - Effective Use of Technology at the "Augmentation" Level

The educator thoughtfully and appropriately uses technology to augment instruction.
Made by Friday Institute @ NC State

About this Micro-credential

Key Method

The educator understands the SAMR framework, uses technology to augment instructional approaches, and articulates a rationale for using technology to augment instruction.

Method Components

What is SAMR?

SAMR is a model designed to help educators infuse technology into teaching and learning. SAMR provides a lens for educators to design, develop, and infuse digital learning experiences that utilize technology. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. Educators create activities at all levels of SAMR based on what will best support student needs and instructional goals.

What is augmentation in the SAMR model?

  • Augmentation is when technology acts as a direct tool substitute that adds functional improvement to the activity.
  • An example is using dictation software to write a paper.

Research & Resources

Supporting Research

  • Puentedura, Ruben. “SAMR and TPCK: Intro to Advanced Practice.” 12 February 2010.
  • Cathy Cavanaugh, Jace Hargis, Tayeb Kamali, Melissa Soto, (2013) "Substitution to augmentation: faculty adoption of iPad mobile learning in higher education",Interactive Technology and Smart Education, Vol. 10 Iss: 4, pp.270 - 284


  • Introduction to the SAMR Model: Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect upon how you are integrating technology into your classroom. Is it an act of Substitution? Augmentation? Modification? Or Redefinition?

Submission Requirements

Submission Guidelines & Evaluation Criteria

The following are items you must submit to earn this micro-credential. To earn this micro-credential, you must receive a “yes” evaluation for Parts 1, 2, and 3.

Part 1. Overview questions

  • Describe the instructional approach or activities for which you used technology to augment a low-tech instructional approach. How did you use technology to augment a low-tech approach (e.g., my students used Google docs to write a paper collaboratively and to get/ give feedback instead of paper and pen)?
  • Why did you think using technology to augment a low-tech instructional approach was appropriate in this instructional approach or activity (as opposed to substitution, modification, or redefinition)?

Part 2. Evidence/artifacts

Please provide evidence of the instructional approach or activity that included augmentation, as well as definitive evidence that the students’ interactions aligned with your intended activity or lesson plans.

Artifacts can be images, videos, audios, walkthrough/ observation, or student work samples.

Part 3. Reflection

Please reflect on all of the following questions in whichever format you prefer (text, audio, video, visual, etc.)

  • What was the impact of using technology to augment low-tech instructional approaches on your teaching?
  • How did it change the way your students engaged?
  • How will this experience inform your practice moving forward?

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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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