Building a Samr ladder.

   According to Ruben Puentedura (2014) the samr model describes technology integration through four level defined as “Substitution, Augmentation, Modification and Redefinition”. He separates these four forms into two groups. He considers Substitution and Augmentation as part of Enhancement, and Modification and Redefinition as part of a Transformation.

  The idea is to transform the learning experiences so that the result is a higher level of achievement from the part of the students.

First of all, he tries to explain that Substitution, considered the first stage of this process, is some kind the same way teachers generally work but by using computers. If we think about this, we can say that we followed this first process because we used a common activity but with cellphones.

   Secondly, the Augmentation stage adds some improvement, a more functional change to the old activities. So taking this into account we did not do a real improvement in the activities presented. It would be the same if we made the same activities in a sheet of paper. It might be needed more innovative exercises. As a third stage, Modification is mentioned as the one that allows you to significantly redesign the task.

Finally, Redefinition is when the technology implemented allows for the creation of new tasks that were previously inconceivable.

  We can conclude that the activities planned did not specifically follow these patterns, they were simple and could be done without the use of technology. Although the matching activity is not an innovative idea because it is something that students are accustomed to do, the video that showed the different parts of the house could have been recreated and reused in other ways in order to exploit it. Thinking in these four processes gives the idea to use technology to move beyond the traditional ways of teaching and not only implement it to be more “innovative”.

Reference: 
> Ruben R. Puentedura (2014) SAMR and TPCK: A Hands-On Approach to Classroom Practice.