Although the idea of SAMR is conceptualized as a progressive adoption of technology into a classroom, I believe that it can be broadened in scope to encompass the ever-changing and evolving strategies and pedagogies we as educators implement in our classrooms. For example, if we start with a basic classroom tool such as a textbook, there are many ways that we can follow the SAMR model to evaluate any technology, adaptation, modifications, or further tools implemented for any given lesson.

Source: https://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/

Substitution: instead of a textbook, an educator could use a primary source document or a lecture to convey the same information to their students in a different format. Both of these sources have their own strengths and weaknesses, but in their basest forms, they are simple substitutions for the traditional textbook. A primary source might increase levels of engagement due to its nature as a historic artifact, but it is a static object. A lecture is more easily adaptable to the classroom, but is still a relatively passive mode of instruction.

Augmentation: a historical fictional novel could be considered an augmentation due to higher rates of engagement from students due to a stronger narrative and emotional connection to the story. A website or online encyclopedia can also be an augmentation because they are more easily updated for newer information and corrections than a printed textbook, and therefore (provided a trustworthy source) could each be a more reliable source than a textbook. A video could also be considered an augmentation due to its ability to incorporate not only text and images, but also audio narration, reenactment or other visuals, and greater engagement.

Modification: a lecture can easily become a modification of a lesson if the educator includes an aspect of discussion, Q&A, or simply allows for clarification and greater understanding from their students. By changing the mode of education from a more passive to active form of engagement, the educator provides greater opportunities for critical thinking, conceptual understanding, and different perspectives. Allowing students to engage more thoroughly with any given source by encouraging investigation changes the purpose of a lesson from a simple lecture to a collaborative learning process. This is also possible for websites which provide links to further learning, allowing students to deepen their understandings of different concepts by gaining a broader and more intricate engagement with the material.

Redefinition: once an educator has embraced a more active and engaged model of education, any of the beforementioned sources can become jumping-off points for a complete redefinition of the traditionally passive western form of lecture. In addition to the vastness of the internet which the students have at their disposal, there are other ways that educators can promote independent research and creative projects for their students. Bringing in experts on materials is much easier with the option of video calls or interactive websites. Assessments can be undertaken in a variety of ways outside the basic essay or multiple-choice test format. In our current digital age, the educator is no longer the primary source of information, but rather the instructional booklet on how students should conduct their own research. By explaining concepts such as primary and secondary sources, academic articles and commercial websites, bias, critical analysis, and interconnectedness, educators can set their students up for success not only in regards to independent research projects, but also how they engage with information for the rest of their lives.