The first and lowest level of SAMR is substitution. One of the more traditionally common activities in a secondary history classroom is pencil and paper student note-taking from either the course textbook or from the teacher’s lecture. Depending on the technology available in school districts, it may be convenient to substitute taking notes by typing on a personal device and using a word processor or Google docs instead of writing notes with paper and pencil.

The second level of SAMR is augmentation. An example of an activity for this level is for students to create a timeline of the currently studied period of history using the website TimeRime. This activity is at a higher level because it would require internet connection and serves as a tool to complete a desired task. TimeRime allows students to seamlessly combine text and visual sources to create an engaging and polished timeline product.

The next level of SAMR is modification. Modification entails bringing in other aspects of technology to supplement the class activity. For secondary history, an instructor could assign students to write a summary of a historical event they studied in class. To go beyond the simple writing assignment, students could record themselves reading their essay in the program Audacity and then underlay a song or sound sample that pertains to that time period or event.  

The last and highest level of the SAMR model is redefinition. The level of redefinition means to create an assignment or product that would not be possible without computer technology. An excellent idea for the secondary history classroom would be to connect with a class in different country and use a shared document platform such as Google docs to allow students in both countries to write about their understanding of an assigned historical event and then allow the students to comment on how cultural backgrounds affect understandings of history.  

In addition to the assigned websites for this badge, I also consulted Matt Miller’s blog: