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SAMR MODEL
The SAMR model provides a framework that can be used to classify and evaluate mLearning activities (Romrell, Kidder, & Wood, 2014 ). The model consists of four classifications for activities which involve technology: Substitution, Augmentation, Modification and Redefinition.
Source: The Owl Teacher
Let's explore each classification in detail.
Substitution: The technology provides a substitute for other learning activities without functional change.
Augmentation: The technology provides a substitute for other learning activities but with functional improvements.
Modification: The technology allows the learning activity to be redesigned
Redefinition: The technology allows for the creation of tasks that could not have been done without the use of the technology.
Puentedura (2013) explained that "Learning activities that fall within the substitution and augmentation classifications are said to enhance learning, while learning activities that fall within the modification and redefinition classifications are said to transform learning".
It may be said that the SAMR model helps educators reflect on how technology is being used in the learning process and to what extent it contributes to improvement or transformation. By understanding these four classifications, teachers can make more intentional decisions about integrating digital tools to enhance learning experiences.
Now, let's analyse the task proposed using the SAMR model:
At the Substitution and Augmentation levels, Animoto replaces the classic and static paper timeline and adds enhancements such as multimedia and automatic transitions that go beyond a simple slide.
The lesson reaches the Modification stage as students aren’t just writing a timeline, they are producing a multimedia video timeline, designing, sequencing, and using language in a digital format.
It can also be mentioned Redefinition because by using Animoto’s generative features, students can create a video timeline that would have been difficult or impossible in a analogue format, thus redefining how the learning outcome is achieved.
BLOOM'S DIGITAL TAXONOMY
Bloom’s Digital Taxonomy adapts Bloom’s cognitive framework to the new learning environments with technology by mapping digital actions to levels such as Remember, Understand, Apply, Analyze, Evaluate and Create. TeachThought (2025) states that “Bloom’s Digital Taxonomy extends the revised taxonomy into technology-rich contexts” and mentiones that it “emphasizes verbs and tasks native to digital environments,” including actions like, tag, edit, simulate and compose. Jain and Samuel (2025) also argue that digital taxonomies help educators design learning experiences that integrate technology while focusing on cognitive processes.
In conclusion, Bloom’s Digital Taxonomy provides a structure for planning and assessing learning in this new digital age in ways that preserve the hierarchy of thinking skills.
Source: Youtube video cover
Now, let's analyse the activity proposed using this framework:
In this lesson, students begin at the Remembering level by listing key facts about their chosen historical figure, and adding essential dates.
They move into Understanding as they summarize and write down the information, organizing it into stages and rewriting events in their own words.
At the Applying stage, students transfer their knowledge into Animoto by uploading images, writing captions, and editing the video timeline.
The Evaluating level is reached through peer review, where learners check the accuracy of each other’s timelines, justify event choices, and provide feedback.
Finally, students reach Creating, as they create and publish their own multimedia timeline video, designing an audiovisual product that shows all their work.
By going through these digital thinking levels, students not only will make a meaningful final product but also reflect, connect, and consolidate all the skills and knowledge developed throughout the unit.
References
Choudhury, S. (2023). SAMR and AI: Don’t Get Stuck on Substitution. Flint. https://www.flintk12.com/blog/samr-and-ai-dont-get-stuck-on-substitution
Heick, T. (2025, September 28). Bloom’s Digital Taxonomy (2025): Levels, Digital Verbs, and AI-Aware Classroom Examples. TeachThought. https://www.teachthought.com/critical-thinking-posts/blooms-digital-taxonomy/#digital-verbs
Jain, J. A., & Samuel, M. (2025). Bloom meets Gen AI: Reconceptualising Bloom’s Taxonomy in the era of co-piloted learning [Preprint]. Preprints.org. https://doi.org/10.20944/preprints202501.0271.v1
Juliani, A. (2024, November 29) The SAMR-AI (get it) Model: What is redefined in a world of AI?
https://www.ajjuliani.com/blog/the-samr-ai-get-it-model-what-is-redefined-in-a-world-of-ai
OpenAI. (2025, November 7). Enhance this paragraph [Bloom's taxonomy theory paragraph]. Retrieved from https://chat.openai.com
Romrell, D. (2014). The SAMR Model as a Framework for Evaluating mLearning. https://www.researchgate.net/publication/264549561_The_SAMR_Model_as_a_Framework_for_Evaluating_mLearning
Talandis Jr., J., & Stout, M. (2011). Creativity in the language classroom via Animoto. In A. Stewart (Ed.), JALT2010 Conference Proceedings (pp. 97–105). JALT.
TeachThought Staff. (2025). 126 digital learning verbs based on Bloom’s Taxonomy. TeachThought. https://www.teachthought.com/critical-thinking-posts/blooms-digital-taxonomy/#digital-verbs
Zakaria, N. Y. K., & Yunus, M. M. (2020). Animoto: Perception and attitude of secondary school students in enhancing speaking skills. Faculty of Education, Universiti Kebangsaan Malaysia.
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