The final level of the SAMR model is known as redefinition. As with the modification level, redefinition looks at the transformation of the way students learn using technology as a support for learning (Puentedura, 2020). At the redefinition level, the teacher develops new activities and strategies which would be previously impossible as an analogue activity, requiring the use of technology to function (Hamilton, 2016). There are various activities which might be used at this level by teachers.
One example of redefinition is through the use of apps such as Nearpod. Nearpod is a remote learning and interactive platform that allows teachers to create and digitally share presentations, worksheets and information with students while including digital activities and interaction points throughout the presentations for students to complete. This may be incorporated into a google classroom and works on all devices. Lessons can be live, or student-directed, and feedback can be provided quickly once students have completed an activity.
At the redefinition level, teachers may also use broadcast activities. Science teachers may use this as a learning tool by providing students with a video to watch based on an experiment they will be performing; students will then perform a filmed experiment. The teacher can then provide feedback on experimental techniques and suggest improvements.
Another use of redefinition by teachers may be the use of apps such as Skype, Zoom or Google Hangouts. These applications allow teachers to organise interviews and connect with a professional in a selected field from anywhere in the world to talk in real-time to students about a given topic, i.e. For a physics lesson, the teacher may organise an interview with a physicist from CERN or AIP. Beforehand students should use the internet to research their topic and develop a question to be asked during the interview (Walsh, 2015). An example of this may be viewed below:
Puentedura, R. R. (2020, January 15). SAMR – A Research Perspective [Powerpoint]. http://hippasus.com/rrpweblog/archives/2020/01/AnIntroToSAMR_BuildingLadders.pdf
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441. https://doi.org/10.1007/s11528-016-0091-y
Walsh, K. (2020, February 4). 8 examples of transforming lessons through the SAMR cycle. Emerging Education Technologies | Engaging Students and Enhancing Learning Outcomes With Instructional Technologies and Active Learning. https://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/
Feith, J. (2020, February 6). Redefinition [Graphic]. Thephysicaleducator.com. https://thephysicaleducator.com/2020/02/06/the-samr-model-technology-in-physical-education/