SAMR - Using technology to "Redefine" Instruction

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

About this Micro-credential

Key Method

The educator understands the SAMR framework, appropriately uses technology to redefine instruction, and articulates a rationale for using technology to redefine 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 redefinition in the SAMR model?

  • In redefinition, computer technology allows for new tasks that were previously inconceivable.
  • For example, a classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.

Research & Resources

Supporting Research

  • Puentedura, R. “SAMR and TPCK: Intro to advanced practice.” February 12 (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 activity for which you used technology to redefine a low-tech instructional approach. What is the task that was previously not possible without technology?
  • Why did you think using technology to redefine a low-tech instructional approach was appropriate in this context (as opposed to substitution, augmentation, or modification)?

Part 2. Evidence/artifacts

Please provide evidence of your instructional approach or activity which redefined instruction, as well as definitive evidence that the students’ interactions were in line with your intended activity or lesson plans.

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

Your artifact will be assessed on the following rubric. You must earn a “Yes” in order to earn the micro-credential.

Part 3. Reflection

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

  • How did using technology to redefine a low-tech instructional approach impact your teaching?
  • How did it change the way your students engaged?
  • How will this experience inform your practice moving forward?

Except where otherwise noted, this work is licensed under:
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

Ready to get started?