SAMR in Action: Reflections from a Business Ethics Classroom

 

SAMR in Action: Reflections from a Business Ethics Classroom

 

Before I became familiar with Puentedura’s SAMR model, I didn’t realize I was already navigating through its layers in my teaching practice. As a high school General Business teacher, I’ve seen how the integration of technology can vary dramatically depending on the group of students I’m working with. Some years, students rise through the SAMR levels with energy and creativity. Other years, simply reaching the basic "Substitution" stage feels like climbing a huge mountain.

In one unit on Business Ethics, I’ve tried to make the topic more engaging and relevant by assigning a video presentation project. Through the years, I’ve observed this single assignment take on different forms, each reflecting a different level of the SAMR model.

 

Substitution

Students create a basic video where they read from a script that essentially mirrors the textbook content, using a smartphone camera or a simple editing app. There’s no real enhancement to the learning—just a replacement of a simple class presentation with a recorded version.

 The task remains the same, and technology only changes the medium, not the quality or interactivity of the learning.

 

Augmentation

In better-performing groups, students use tools like Canva or Prezi to add animated graphics, subtitles, or music. They might use video editing apps to adjust clips, clean up audio, and present more polished projects.

These features enhance the final product and slightly improve engagement and understanding. The tech adds functional value without fundamentally changing the task.

 

Modification

Some groups go further, interviewing local business owners about ethical dilemmas and incorporating real-world insights. They then analyze the responses and link them to class concepts, using video editing tools to create a documentary-style presentation.

 The assignment transforms into a more complex and authentic task. Students apply critical thinking and research skills, and the tech reshapes how they approach and present the lesson.

 

Redefinition

In the most motivated years, students take ownership of the entire process: filming on location at actual businesses, scripting original scenarios, and even posting their work on school social media or class group chats. They create follow-up quizzes using Google or Kahoot and lead class discussions.

 These students are creating content that wouldn't be possible without technology. They’re moving beyond the classroom, interacting with the stakeholders, and turning a class project into a mass educational tool.

 

The Reality Check

What struck me most while reflecting on the SAMR model is how much student engagement drives the level we reach. With enthusiastic groups, the model naturally unfolds—technology becomes a bridge to deeper learning. But in less motivated classes, even the best-designed project can fall flat. Sometimes, it feels like you're dragging students through Substitution when you know they’re capable of more.

 

This is a powerful reminder, technology alone isn’t transformative. The culture of the classroom, student involvement, and relevance of the task all play important roles. 

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