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Many of the steps are subject to interpretation based on an educator's understanding of the technology tools at their disposal and the objectives of the lesson/curriculum. - David

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Thinking about the age of the students involved in the lesson is also important when thinking about how it is defined.

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How the technology tools are being used in the lesson can influence where it falls in the SAMR model.

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Really meaningful conversation about the nuances behind the word 'curated' - to what extent are the YouTube videos being curated? Are they targeted playlists for particular exercise types?
Also, the tools measuring exercise data is subject to interpretation - is it just a pedometer or is it something that gathers far more data available for analysis?
All of that goes a long way to define which step of SAMR the lesson falls under. - David

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I think getting to modification and redefinition take time to implement and plan and providing pd about options available would help teachers in this area. ex. we had a pd on cospaces last year and it opened up so many possibilities for every subject!

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Student choice allows for personalized and differentiated learning!

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Most things are fluid, eventually the activity/project/concept will move to the “shallow” end and something new will move to the deep end.

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It is important that I model through words and teaching that all levels of SAMR are important. All lessons do not need to be at the redefinition level of SAMR to influence active student engagement and increase student learning.

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This framework has an important role in allowing teachers to reflect on each task where technology is used. In applying each category to their students, each task will not only be improved but the outcomes and experiences for pupils will be greatly enhanced.

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This model is good to stop and think about the impact of the technology and the purpose it serves. I learned that it’s okay to start on the lower levels and “swim” back and forth as I am growing professionally.

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SAMR is fluid. Let it be responsive to the needs of the lesson, learning experiences, and of the classroom.

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The implementation of SAMR can be subjective based on the educator’s background knowledge, tech level and other instances.  It’s not a hierarchy model. Be able to go back and forth between the shallow and deep end.

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How do we meet students where they are with content and technology?

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Reflecting on my current use of technology tells me that I spend too much time in the kiddie pool.

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Reflecting on my current use of technology tells me that I spend too much time in the kiddie pool.

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Useful to remain mindful of the shallow/deep end analogy, as educators we can think hierarchical!

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Teachers can use technological tools in a variety of ways depending on the learning goals, the tech available to the teacher, and the teacher's knowledge of different tech tools. What really makes the difference is the way that the tech is used - is it being used *because* it is meaningful in the learning?

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I love the idea that there is no right or wrong! SAMR opens students up to learning opportunities and growth.

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How often should we redefine redefinition? For example use of Skype 10 years ago may have been redefinition, but seems rather natural today - need to take it a step further, I feel to meet the redefinition definition. 

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How often should we redefine redefinition? For example use of Skype 10 years ago may have been redefinition, but seems rather natural today - need to take it a step further, I feel to meet the redefinition definition. 

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Realizing that what was once redefinition 10 years may become simply a substitution in the future.