S: Substitution - Tech works as a direct substitute without functional improvements.

A: Augmentation - Tech works as a direct substitute with functional improvements.

M: Modification- Tech allows for significant task redesign.

R: Redefinition - Tech allows for the creation of new tasks, previously inconceivable.

• Students use the internet to independently research a topic, as opposed to relying on teacher input.

• Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Student: Information specifically related to the student. What is the functional area(s) of concern? What are the students special needs that contribute to these concerns?

Environment: Information related to anything or anyone around the student in places where the AT is expected to be used. How many students? What is the physical layout? How much support is available from and to staff?

Tasks: Information about what actually happens in the environment. What exactly will the student need to do in the specific environment to learn?

Tools: The SETT Framework addresses the area in which most people would like to begin.

Strengths: Provides a detailed plan for teachers to use in their own way, a shared vocabulary will happen with the teachers, this model let's teachers slowly become comfortable and implement different technologies.

Limitations: This model focuses on the "task change" and this can get in the way of the overall learning progress, this is a pretty simple model so it might be hard to use this to cover all the concepts of teaching and learning.

• Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching specific content to your specific students.

• Technological Content Knowledge (TCK)—knowing how the digital tools available to you can enhance or transform the content, how it’s delivered to students, and how your students can interact with it.

• Technological Pedagogical Knowledge (TPK)—understanding how to use your digital tools as a vehicle to the learning outcomes and experiences you want.

Strengths: This model is a very student orientated approach, has a very much shared understanding among teachers, teachers and different staff have to actively participate with students to get the right data.

Limitations:Teachers have to have good training and a good understanding of how to use different tools. Knowing exactly what tool is needed for each student can be troubling.

- Substitution strategies can save you time and space by cutting back on pen and paper tasks.

• Example:

  • Having students type answers instead of writing them out.

At the augmentation stage, technology adds something to the learning process beyond just convenience.It also allows for the introduction of more independent and student-centric learning.

• Example: Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

• Example:Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (exploring on Google Earth to better understand measurement and geography).

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

• Examples: recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

Weakness: Can be confusing with so many domains and this makes it hard to apply and practice these. Sometimes applying these to a classroom setting can be difficult and then teachers are having trouble measuring certain skills.

How they differ in focus: Focus wise the teachers need to learn what they need in technology to make their children learn, these help teachers make up curriculum, guide development, and mainly use tech to guide student learning.