The first two levels (substitution and augmentation) fall under the enhancement category. Substitution applies to technology use as a direct tool substitute with no functional change, while augmentation refers to technology as a direct tool substitute with functional improvements. An example of this distinction would include utilizing a printed copy of a test (substitution) versus an electronic copy of a test (augmentation). Both examples utilize technology as a direct substitute for previous practice (typewritten tests), but the functional difference would be that the electronic copy could provide an improvement by cutting down on paper and providing immediate feedback to students. These two enhancement levels are transitional, with the goal to move to higher levels.

The third and fourth levels (modification and redefinition), on the other hand, fall under the transformation category, which means that technology is being used to change practice. In the modification level, the technology allows for significant task redesign, while in the redefinition stage, the technology allows for the creation of new tasks that were previously inconceivable. At both of these levels, technology transforms what is happening in the classroom, but modification emphasizes practices with technology (such as podcasts), while the redefinition stage treats technology as a catalyst for enacting new patterns in student learning (such as project creation through technology).

Find out more about the SAMR framework at http://hippasus.com/blog/archives/227.