SAMR describes levels of subject-based technology integration but omits pedagogical, technological and learning-design supports for transitioning between stages¶
Claim · All claims
Evidence · 1 study · reviewr2·q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q1 i? The article argues SAMR, while useful as descriptive aim points, does not provide concrete illustrations of stage practices or account for supporting pedagogical, technological and learning design changes. → Garry Falloon 2020
Evidence¶
Garry Falloon 2020¶
Garry Falloon. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09767-4
q1 · i? · review · r2
This is the article's literature-based evaluation of Puentedura's SAMR model, presented in the section reviewing existing frameworks. The author argues SAMR's simplicity appeals but that it "focuses solely on describing levels of subject-based technology integration", reflecting a narrow interpretation of teacher digital competence.
"it does not provide concrete illustrations of the sort of practices that might represent each stage, or ways of transitioning through the stages—nor does it explicitly account for supporting and necessary pedagogical, technological and learning design changes."
Discussion¶
Related Claims¶
- TPACK, while more comprehensive than SAMR, keeps focus on subject learning-related outcomes and is limited for broader teacher digital competence — related
- Most ITS applications augment existing mathematics teaching practices rather than transform instruction, indicating technological sophistication does not independently determine pedagogical value — related
- Most AI implementations in undergraduate higher education sit at the SAMR Substitution or Augmentation levels, with fewer Modification cases and one Redefinition — related
- A range of collaborative design activities, guided by instructional design models such as TPACK, are necessary to train preservice teachers to create technology-rich lesson plans — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
samr-narrow-descriptive-limits |
title |
SAMR describes levels of subject-based technology integration but omits pedagogical, technological and learning-design supports for transitioning between stages |
description |
SAMR describes levels of subject-based technology integration but omits pedagogical, technological and learning-design supports for transitioning between stages |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — garry-falloon-2020 |
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