A scoping review of the application of the SAMR model in research

•Scoping review of 230 research publications (2009–2021) that use SAMR to categorise practice.•Finding: categorisation is based on actions and roles with digital technology.•Finding: familiarity, prior practice and context are not recognised by SAMR.•Declaring a baseline of prior practice is recomme...

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Bibliographic Details
Published in:Computers and education open 2022-12, Vol.3, p.100093, Article 100093
Main Authors: Blundell, Christopher N., Mukherjee, Michelle, Nykvist, Shaun
Format: Article
Language:English
Subjects:
Early years education
Elementary education
Post-secondary education
SAMR
Scoping review
Secondary education
Teaching/learning strategies
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Summary:•Scoping review of 230 research publications (2009–2021) that use SAMR to categorise practice.•Finding: categorisation is based on actions and roles with digital technology.•Finding: familiarity, prior practice and context are not recognised by SAMR.•Declaring a baseline of prior practice is recommended when using SAMR. Puentedura's (2009, 2020) SAMR model is widely used in research publications to describe and categorise the integration of digital technologies in educational practices. However, this use of SAMR has not been comprehensively reviewed, and variations in categorisation of apparently similar educational practices indicates the need for a rigorous investigation. To address this, a scoping review was conducted of 230 journal articles, conference proceedings, theses, books, and book sections published in English between 2009 and 2021 that explicitly link research findings from all formal educational settings to SAMR. The findings of this scoping review demonstrate how the SAMR model is used by researchers to categorise educational practices with digital technologies, specifically, that categorisation is based on the actions and roles of teachers and students. Instances of apparently similar actions that are categorised differently using SAMR indicate factors that may influence the model's application. SAMR does not acknowledge teachers’ familiarity and prior practice with digital technologies, nor does it acknowledge the educational context. Based on these findings, we propose two ways to improve the application of SAMR.
ISSN:2666-5573
2666-5573
DOI:10.1016/j.caeo.2022.100093