The SAMR model as a framework for evaluating mLearning online learning

We do not have a “one to one” at our school. We typically have to bring a mobile cart into the class or go to a computer lab if we want to use computers during instruction. Doing this adds another level to technological integration that may not be worth the extra energy and time in doing so. As a teacher, I often question whether I should use technology in my classroom and that the cost of using out ways the educational gains. For an example, is there a paper method that may be just as good as the digital technology version? By the time I bring the cart in my room and boot up the Chromebooks, could I have just started right away with paper and pencil?

As a high school teacher, I see mobile phone ownership grow over the years. As of now, most of my students have a mobile phone. This degree of technological penetration is nearing saturation. The value of having these devices as a teacher is one of convenience. For situations that involved content consumption or basic content creation, mobile devices have made instruction easier. I can circumvent the extra step in going to the computer lab or not worrying about scheduling the computer cart. In addition to this convenience there are added benefits that has helped define mobile learning (mLearning) such as personalized, situated and connected (Romrell, Kidder & Wood, 2014).

SAMR stands for substitution, augmentation, modification and redefinition. It is a framework by which to evaluate the usage of technology in the classroom. Each word represents a level or degree of technological integration as well as gains in learning.

SAMR model and Google for EDU
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In the most recent article that I have read, “The SAMR model as a framework for evaluating mLearning,” the researchers use the SAMR Model as their framework for mLearning (Romrell, Kidder & Wood, 2014). A literature review of mLearning classify how each of these studies fall within the SAMR Model.

The overall conclusions made are based upon some of my opening thoughts. Is it worth it? Is it worth the extra steps needed to use technology for a particular learning experience? These are questions worthy of consideration if you are an educator or an instruction designer. One must decide the cost/benefits of technological integration. The answer would most likely be “yes” on the modification and redefinition end of the SAMR model. For the lower end (substitution and augmentation) may also be “yes” under the definition of mLearning. Further research should be done to help integrate SAMR and mLearning. With this research, a more certain “yes” answer may be provided for mLearning in an educational setting.

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. online learning, 18(2). doi:10.24059/olj.v18i2.435

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