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(Sandholtz, Ringstaff, Dwyer, 1997)
Entry: overcoming technological start-up issues; frequently unengaged
Adoption: concerns about how technology could be included; providing fundamental technological instruction
Adaptation: more integration into curriculum (30-40%); noticeable engagement, increased productivity
Appropriation: milestone signifying where an individual understands technology and its usage
Invention: tinkers with new technologies for instruction
Substitution Augmentation Modification Redefinition Model (SAMR)
(Hamilton, Rosenberg, Akcaoglu, 2016)
Substitution: technology acts as a direct substitute without instructional change;
ex: chalk to Smart marker during a lecture
Augmentation: technology acts as a direct substitute with instructional change or functional improvement
ex: instead of whole-class read-aloud, each student reads on their own device
Modification: technology allows for significant task re-design
ex: an interactive computer simulation to learn about light properties
Redefinition: technology is used for innovative and novel tasks
ex: student-created media, like videos to demonstrate the symbolism in a novel
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