The SAMR model is all about technological integration into the classroom.  SAMR is an acronym that describes the four ways a lesson can be changed with technology.  The “S” is for substitution, the most basic form of technological integration.  The “A” represents augmentation.  Those first two are considered to enhance what can be done without technology.  The next two rely on technology and cannot be done without it.  The third level is modification which seeks to drastically change how a task is performed.  The last level is redefinition, this level of integration creates whole new tasks that were not even possible before.  (

The SAMR Model and the Beginning of the Revolution


Options for using Substitution on a lesson over the beginning of the Revolution are endless.  I could have them type up a plea for help as if they were one an American or a Loyalist under attack or print out my presentation for them to follow along with.  Substitution is great for exposure or to help enhance the lesson I’ve already made up, but it isn’t always best.  History is notoriously squishy and multiple sides means multiple perspectives.  In an introduction, I would want to give an overview of the history first, to ensure objectivity, rather than set them loose on the web.


Augmentation of this lesson can be done in many ways as well.  Rather than me print out every historian’s passage about the first shots of the American Revolution, I can allow them to explore them freely on the web.  This would allow them to flip through them much faster to find the ones that resonate with them the most.  Then students can use presentation software, like Prezi, to show how they differ and what the perspectives have in common.


Modification requires the technology.  For this lesson I want students to use Google Earth to explore the areas around Lexington and Concorde.  Battle tactics, location and geography can explain a lot.   Using Google Earth and physically seeing the area makes students connect in a whole new way, a way that reading historical summaries cannot give them.  The information gathered can be used to support or oppose the professional opinions they have gathered.


The Redefinition part of this lesson would be fully interactive.  I would have the students break up into four groups and use Skype to talk with 4 different people; an American historian, a British Historian, and an American and British citizen with no professional historical experience.  All of these would be prearranged by myself.  Without technology, this kind of social studies experiment would not be possible.

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