Thinking Critically About Technology Integration

During the course of our SAMR series, I came across this visual from Mark Anderson. I liked the idea but it was a little confusing for me. I changed some words and reworked it a bit in order to share it with staff.


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  2. Drew McAllister · August 16, 2013

    Thanks for sharing this, Lissa! I’ll be using it (attributed, of course!) in a development with teachers at my school. In refining Mark’s work, you’ve made something easily readable — and approachable resource for teachers new to the concept of SAMR.

    Thanks again!


    • Lissa Layman · August 16, 2013

      You’re welcome! I’m glad you found it useful! I’d love to hear how the training goes with your staff!


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  4. Drew McAllister · August 5, 2014


    Just a follow-up. The training went great and I’ve used your diagram a few times now. It’s sensible to people who would like to know how to evaluate a particular application of technology. If you come round to updating it again, I’m noticing that I’m explaining the M and R phases a bit differently in discussions with teachers. M seems to me to be where an authentic audience is applied. R seems to be a place where students’ application of technology causes a more permanent change to the curriculum, causing a teacher to re-examine the ways he or she does business. M, then, is a goal throughout the year. R is something that a given teacher could see maybe once every few years. Is this how you see the levels?

    Thanks, again, for creating such a great resource.



    • Lissa Layman · September 4, 2014

      Thanks for the follow-up Drew! That sounds about right to me – next time I update it I’ll see where I can fit “authentic audience” into M and “permanent change to curriculum” or something similar in R. Have you seen Jeff Utecht’s SAMR circle? I really like this representation…it seems to me that we are always changing and updating. What was redefinition 10 years ago might now be substitution.

      Thank you for using the diagram and giving feedback!


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