Web 2.0 and the SAMR Model in Practice

 

David Warlick's article “A Day in the Life of Web 2.0”, presents an ideal for the future of technology in education. He describes the learning environment where technology is seamlessly working between departments and all the intended parties are instantaneously connected. There are several barriers to this scenario, for example, not all having consistent connections to the network and limitations in technical ability. The idea may sound ideal but would be complex and challenging to achieve.

Web 2.0, according to Berner’s-Lee is really what the internet was originally designed to be – an interactive network where communication and collaboration could take place. It appears that we are headed in that direction. We are already there with social interaction, but can it be done consistently in the classroom?

The SAMR model - Substitution, Augmentation, Modification, and Redefinition—offers a framework for integrating technology into the classroom for specific tasks in ways that can transform learning and help students analyze, communicate, and collaborate.

Below is an example of how solving equations in math can be enhanced at each level of SAMR. I asked AI to create an activity based on solving equations with one unknown variable illustrating the four levels of the SAMR model.

I don’t think there is much use for the Substitution level for this activity. Working with equations on the computer for the sake of using technology is not very useful and slows things down. It is much better and quicker to use pen and paper. However, at the next level, Augmentation, where you can use an equation editor that gives you instant feedback and an opportunity to check your errors is extremely useful especially for an independent learner.

The other levels provided a great way to make a start when incorporating technology into this activity.

I really liked the activity at the Redefinition level. At this stage, students are actively using 21st-century learning skills such as critical thinking and problem-solving where they apply algebra to real world scenarios. Creativity and collaboration are also taking place by designing visuals to illustrate steps and posting online for peer feedback.

Example SAMR Model – Solving Equations with One Unknown Variable

At the Substitution level, technology simply replaces traditional tools. For example, students complete a worksheet of equations like 2x + 3 = 11 using a digital format such as a PDF or Word document on a tablet or computer. The format changes, but the task and learning experience remain the same. Technology is used as a substitute for pen and paper.

The Augmentation level adds functional improvements. Students may use apps such as Google Docs with equation editors or platforms like Symbolab to solve and check their work. These tools offer feedback right away and step-by-step solutions, allowing students to identify and correct mistakes. This supports independent learning and reinforces accuracy, but the core task of solving equations is still the same.

With Modification, the task is redesigned. Students use interactive graphing tools such as Desmos to input the equations and get an instant view of the solutions. They can explore how changing coefficients affects the graph and the solution, which can be an extension task that helps develop a deeper understanding of algebraic relationships. The activity becomes more of an investigation and more interactive and meaningful.

Redefinition – this is where technology enables an entirely new learning experience. Students can create video tutorials, explaining how to solve linear equations and connecting them to real life contexts. These videos could be shared online for peer feedback or even presented to a larger audience. This not only enhances students’ understanding of math concepts, but also develops communication, creativity, and digital literacy skills.