SAMR Model Article by Dr. Serhat Kurt

Post by: Krumme, Kelsey

Topic: Technology  that boosts teaching and learning (TE)

Summary: The article “SAMR Model: Substitution, Augmentation, Modification, and Redefinition” by Dr. Serhat Kurt provides a comprehensive overview of Ruben R. Puentedura’s framework for integrating educational technology, while also offering critical reflections on its practical application. 

The framework categorizes tech integration into four distinct stages:

• Substitution: Technology serves as a direct stand-in for traditional tools with no functional change to the task (e.g., typing an essay on a word processor instead of hand writing it).
• Augmentation: Technology replaces traditional tools while adding functional improvements and interactive features (e.g., taking an interactive quiz via Google Forms or using digital bookmarking tools). Together, Substitution and Augmentation form the enhancement phase, where the core purpose of the task remains the same.
• Modification: Technology enables significant task redesign and restructuring (e.g., enriching written essays with audio narrations and music, or hosting video reaction discussions on Flipgrid).
• Redefinition: Technology enables the creation of entirely new tasks that were previously inconceivable (e.g., real-time cross-cultural language exchanges with international classrooms or producing collaborative multimedia wikis). This tier reaches the upper levels of Bloom’s Taxonomy, encouraging higher-order cognitive skills.

Thoughts: It is important for educators to be putting a lot of thought into how and why they are using technology. We don’t want to just be using technology for the sake of using technology. We want to think about how it is contributing to deepening the learning of our students. We want to make sure we aren’t just sitting in the substitution level and replacing written work with typing. We want to be ensuring a balance and as much as possible providing opportunities for students to be in the modification and redefinition levels of the SAMR model.

Citation:

Kurt, S. (2017, May 12). SAMR model: Substitution, augmentation, modification, and redefinition. Educational Technology. https://educationaltechnology.net/samr-model-substitution-augmentation-modification-and-redefinition/

Strategies for Successful School Librarian and Teacher Collaboration

Name: Gallatin, Angelica

Main Topic: CO

Citation: Kammer, J., King, M., Donahay, A., & Koeberl, H. (2021). Strategies for successful school librarian and teacher collaboration. School Library Research, 24, 1–24. https://research.ebsco.com/plink/d10e5882-834d-3db7-bbc4-2d2743bf25d2

Summary

In this article, the authors used a qualitative meta-analysis to answer the question, “What strategies make school library and teacher collaboration successful?” To this end, three research studies were selected that analyzed librarian-teacher collaboration in elementary, middle, and high school respectively. The authors found that librarians used several strategies for successful collaboration. These included initiating the collaboration, keeping and reviewing data about the collaboration, and documenting the experience. Other notable strategies were creating a shared vision with collaborators, meeting with them regularly, and obtaining support from the principal. To help librarians in the future, the authors recommended that they help teachers better understand their role, learn about the teaching strategies their collaborators use, and be on guard against taking on too much work.

Evaluation

This article presents a wonderful examination of successful strategies that librarians use to work with teachers. I appreciated that it was a meta-analysis, allowing it to have a broader scope than simply a study done at one school. This article was therefore able to consider collaboration at all three levels of K-12 education. Although, since only one study for each level is considered, the article may not be able to factor in more specialized collaboration needs that can arise at each level. I also appreciated that the analysis found definitive overlap between the librarians and provided multiple on-the-ground strategies for success. It also had a great literature review section covering collaboration, successful collaboration, and successful teacher and school librarian collaboration. This provides many intriguing citations for further research if one is interested in the topic.

Mobile Technology and Early Literacy: Finding a Thoughtful Balance

Author: Nanton, British D’Ni

Role: Early Years Librarian, International School, Beijing, China

Date: August 6, 2026

Main Topic: Technology that boosts teaching and learning (TE)

Citation

Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: A systematic review spanning 2007–2019. Educational Technology Research and Development, 68, 1739–1768. https://doi.org/10.1007/s11423-020-09786-1

Summary

Eutsler et al. (2020) conducted a systematic review of 61 empirical studies examining how mobile technology influenced literacy achievement among pre-kindergarten through fifth-grade students between 2007 and 2019. Overall, 59% of the studies reported literacy gains, 26% found mixed results, and 15% reported no gains. Comprehension and vocabulary were the strongest and most frequently supported literacy domains. Tablets were used in 73.77% of the studies, with iPads appearing particularly often. The review identified several effective practices, including focusing on one literacy domain at a time, selecting apps that provide corrective feedback and meaningful gaming elements, using multimodal features such as visuals and audio, and incorporating recording tools to support fluency practice. However, the authors caution that the evidence is limited by small sample sizes, which occurred in 74.62% of the studies, and by the lack of theoretical frameworks in 63.93% of the research. The review also raises concerns about novelty effects, distracting interactive features, and inequitable technology experiences. Writing was the least-studied domain, yet none of the writing studies reported negative results, suggesting an important area for further research.

Evaluation and Personal Reflection

As an early years librarian at a wealthy international school in Beijing, I work with children who have extensive access to technology at school and at home. This creates a privilege paradox: my students often have abundant digital resources, but they are also developmentally young and may be vulnerable to excessive or poorly designed screen use. This review helps me see that the question is not whether children should use technology, but how intentionally technology should be integrated into learning.

The finding that single-domain interventions may be more effective will encourage me to design focused library experiences rather than using devices simply because they are available. For vocabulary development, I would select apps with corrective feedback, meaningful visuals, and audio support. I would also be cautious with interactive digital books that contain excessive hotspots, since these features may distract children from understanding the story. Recording tools could be valuable for storytelling, retelling, pronunciation practice, and oral language development while giving children opportunities to listen to and reflect on their own communication.

At the same time, I must balance preparing children for a digital future with protecting their time for play, conversation, physical activity, print books, and hands-on exploration. The study’s equity concerns are relevant even in a privileged setting: access to devices does not guarantee that every child receives the same quality of instruction or support. Moving forward, I will advocate for teacher- and librarian-guided technology use, pair digital experiences with explicit instruction, explore writing through technology, and monitor whether engagement continues after the novelty of a device wears off. I am committed to using this evidence to promote balanced, research-informed technology integration in the early years library program rather than simply providing more devices.

Genius Hour in Kindergarten Classrooms

Douglas, Megan

ID

West, J. M., & Roberts, K. L. (2016). Caught Up in Curiosity: Genius Hour in the Kindergarten Classroom. Reading Teacher, 70(2), 227–232. https://doi-org.libaccess.sjlibrary.org/10.1002/trtr.1497

Summary

The article explores the implementation of a “Genius Hour” in a kindergarten classroom to harness children’s natural curiosities and passions for literacy learning. Over a five-week period, educators integrated student-driven inquiry into daily reading and writing workshop times by providing targeted minilessons on graphic organizers, research methods, and presentation formats. The authors concluded that allowing these young students to pursue their own interests not only helped them practice essential reading and writing skills, but also fostered high levels of intrinsic motivation and authentic learning.

Evaluation

I found this article to be an incredibly inspiring example of how inquiry-based learning can be successfully adapted for very young students. It was fascinating to see how the teachers carefully scaffolded the research process, such as teaching kindergartners how to extract information from pictures when the informational text was too complex to decode independently. This piece really shifted my perspective on what early learners are capable of when given autonomy and the appropriate support tools. I plan to incorporate these kinds of structured, passion-driven minilessons into my own future curriculum to build both literacy skills and student engagement.

Constructivist Media Decoding

Acevedo, Christina

ID

Rogow, F., Crossman, B., Coolbeth, M., & Balk, J. (2025). Constructivist media decoding
in elementary school: Media literacy instruction across a school year. Journal of Media
Literacy Education, 17(2), 125–139. https://doi.org/10.23860/JMLE-2025-17-2-9

Summary:
Primary schools’ execution of a kind of media literacy known as constructivist media decoding is what Rogow et al.’s (2025) work was about. Structured by seasons, Rogow et al.’s work also included thoughts for constructivism media decoding schooling that were organized by sophistication. Exercises ranged from the generation of memes to talking about book covers. Above all, however, Rogow et al. discouraged disparaging media talk, urging instructors to assist pupils with inspecting media instead.

Evaluation: Rogow et al.’s (2025) article was by far my favorite piece I read for project one. The included exercises are creative, accessible, and comprehensive. There is also proof of their potency. Although the exercises are meant for primary school students, it feels like they could easily be modified and adopted for older students too. Furthermore, Rogow et al. advise on picking media and readers get to hear directly from librarians. Packed with information, this is surely a piece I will continue to reread.

Detrinidad, Ramiro

CO

Wine, L. D., Pribesh, S., Kimmel, S. C., Dickinson, G., & Church, A. P. (2023). Impact of school librarians on elementary student achievement in reading and mathematics: A propensity score analysis. Library & Information Science Research, 45(3), Article 101252. https://doi.org/10.1016/j.lisr.2023.101252

Summary

In this article, the authors explore the impact of full-time certified school librarians on elementary students’ achievement in both reading and mathematics. The researchers conducted a quasi-experimental study using data from North Carolina schools and compared students who attended schools with full-time certified librarians to similar students in schools without librarians. By using propensity score matching, the study attempted to control for external factors such as age, socioeconomic status, language learner status, and disability status to better isolate the librarian’s impact on student performance.

The findings showed that students attending schools with full-time certified school librarians consistently scored higher on reading and math assessments over multiple years. Although the score differences were relatively small, the results were statistically significant and demonstrated that librarians positively contribute to student achievement. The article also emphasized that librarians support learning through collaboration with teachers, technology integration, inquiry instruction, information literacy, and reading support programs.

Another important point discussed throughout the article was the continued reduction in school librarian positions despite evidence of their educational value. The researchers argue that certified librarians play important instructional and leadership roles in schools and should be viewed as essential contributors to student learning rather than as optional support staff. Overall, the article reinforces the idea that school librarians have a meaningful impact on academic achievement and student success within modern learning environments.

Evaluation

This article really stuck with me about the importance of having certified school librarians actively present in the early learning experiences at an elementary school. This, of course, is becoming far less common in the school landscape, and things such as co-teaching and collaborative teaching experiences are far less common for K-5 students then it was when I was in school. This article provided a solid justification for the need to be able to bring teacher librarians back into the classrooms as essential teaching staff on school sites with proven metrics of how such a vital collaboration between teacher and teacher librarian can benefit students in the long run and should be prioritized and not be a dwindling anomaly in our current education landscape.

School librarians and their role in making a positive reading culture

Toomer, Alexandra (AJ)

ET & CO

Sansbury, S. L. (2025). The Role of School Librarians in Fostering School-Wide Positive Reading Culture. School Libraries Worldwide, 30(2), 17–39. https://doi-org.libaccess.sjlibrary.org/10.29173/slw8811

Summary

In this article, Sarah Sansbury defines reading culture, the benefits of reading for pleasure, and the school librarian’s role in fostering it. Furthermore, Sansbury conducted a research survey and asked Georgian school librarians several questions, like, “How do Georgia school librarians perceive that their library’s physical space, reading collection, and programming foster positive school-wide reading cultures?” and “How do Georgia school librarians perceive that their collaboration with the school community fosters positive school-wide reading cultures?” With these results, Sarah Sansbury answered how award-winning librarians are fostering the love of reading in their school. The theme most widely represented was “It takes a village.” Meaning that, “[it takes] collaboration between the librarian and school community members to foster a school-wide positive reading culture. The participants shared that the librarian cannot solely foster a school-wide reading culture.” It takes the help of administrators, other teachers, parents, and even the students.

The second most represented theme was that the reading culture needs to be “Student-Centered with Student Involvement and Ownership.” When students take ownership of tasks like programming, collection management, and book displays, they can enjoy the library even more because they are proud of what they have created or added.

Some other important themes that came up were “Intentional Community Building,” “Positivity Begets Positivity,” and “Overcoming Barriers of Time, Access, and Mindset.” Sarah Sansbury relays the importance of a positive reading culture and describes that librarians are an important part of the puzzle piece.

Evaluation

I found this article incredibly inspiring and fortifying for what I am already doing in my school’s library. I am proud that I am already learning about and conducting collaborative environments. I am also excited to perhaps introduce more student-centered experiences that include creating displays and adding to the collection. I am lucky to have a supportive administrator and teachers who want to collaborate, and I am so glad to be self-motivated to lead these collaborations. This article will remain important to me throughout my career.

Balancing Technology Use in Education

DeSio, Gabrielle

TE

Myers, R. (2023, August 30). Friend or foe? Pros and cons of technology in the classroom. Child Development Institute. https://childdevelopmentinfo.com/friend-or-foe-pros-and-cons-of-technology-in-the-classroom

Summary

In this article, both the benefits and drawbacks of integrating technology within an educational setting are explored. Myers argues that technology is not to be dismissed and demonised, as it can increase engagement, support personalized learning, improve collaboration, and expand student access to information. Despite these benefits of technology integration, there are issues to be addressed as well. The article highlights concerns surrounding distraction, screen dependence, reduced face-to-face interaction, unequal access to technology, and student privacy. The article also discusses smartphones specifically— while they can distract students, they can also support independent learning when used intentionally. Ultimately, Myers advocates for balanced and purposeful technology use in the classroom rather than complete acceptance or rejection of technology.

Evaluation

Technology use in the classroom (or library!) is such a contentious and polarizing debate. I appreciated that Myers avoided taking an extreme position and instead emphasized balanced implementation. The article provides a useful overview of many current conversations surrounding educational technology and seems geared towards an audience of parents and educators trying to navigate increasing technology use in schools. Admittedly, this article functions more as an informational overview than a research study— and I would treat it as such. It should not be where research into this topics starts and ends. Though there is quite a bit of information packed in, many of the claims are broad and are not supported with detailed evidence or data. Ultimately, Myers raises important questions about how educators can integrate technology meaningfully without allowing it to replace critical thinking, collaboration, and human interaction in the classroom.

An Overlooked Resource: Perspectives from Classroom Teachers and Teacher Librarians on Collaborations

Name: Velasquez, Alexandra

Topic: Collaboration (CO)

Citation: Giles, M., Baker, S., & Willis, J. (2024). A teacher-librarian collaborative experience: perspectives of preservice teachers and school librarian candidates. Contemporary Issues in Technology and Teacher Education, 24(2) https://citejournal.org/volume-24/issue-2-24/current-practice/a-teacher-librarian-collaborative-experience-perspectives-of-preservice-teachers-and-school-librarian-candidates

Summary

This study examines the impact of collaboration between Preservice Teacher Candidates (PTCs, also known as student teachers) and School Librarian Candidates (SLCs, also known as those in a Teacher Librarian credential program) as they work together to develop technology-rich lesson plans. The researchers used quantitative and qualitative data to determine if the collaboration shifted participants’ perceptions of Teacher-Librarian Collaboration (TLC) and enhanced PTCs ability to integrate innovative digital tools into their lesson plans. The findings indicated that while PTCs feel they don’t need the librarian to help them lesson plan, the PTCs did see the benefit in collaborating with the school librarian and noted that the collaboration resulted in a more enhanced lesson plan and took less time to develop. Many of SLCs–all of whom had classroom experience as teachers–reported that when they were classroom teachers they did not consult with the school librarian on lesson planning but the collaboration changed their perception. One SLC noted that they “never asked the librarian at any of the nine schools across 28 years of teaching [they’ve] worked at to help [them] with anything [they’ve] planned and [they] know now that [they’ve] overlooked a valuable resource” (Giles, Baker, Willis, 2024). 

The study found that:

• Collaborations between SLCs and PTCs bridge the knowledge gap and deliver quality instruction to students.
• Collaborations also lead to more innovative use of technology to make lessons more meaningful and engaging to students.
• Collaborations transform PTCs’ perception of SLCs as instructional partners.

Evaluation

I think this study was realistic and convincing–a great study to show to one’s school administration when advocating for the value of the school library and the Teacher Librarian. In my experience in two different school districts in the Bay Area, I get the sense that public elementary school libraries in California (that are staffed by credentialed Teacher Librarians) are not used to their full extent and are often seen by teachers as a book depository and babysitting service. In my current school district I am not aware of any Teacher Librarian collaborating and co-teaching with teachers at their site (this may be due to how our district views us as “prep teachers” and our schedule is fixed in order to give teachers their prep time). The study was made possible through a joint collaboration of a teacher preparation program and a School of Library and Information program within a single university. I think there needs to be an institutional change in California wherein the teacher credential program there could be a component/requirement where the student teacher collaborates on a lesson plan with the Teacher Librarian at their school. I think that would inherently give value to the school library and usher in a new generation of teachers who understand that there’s a benefit to collaborating with the Teacher Librarian. This article gave me hope that the teachers at my site will one day understand that they can come to me for collaboration.

Luca, Jay

Main topic: ET (CO)

So, W. W. M., He, Q., Cheng, I. N. Y., Lee, T. T. H., & Li, W. C. (2021). Teachers’ professional development with peer coaching to support students with intellectual disabilities in STEM learning. Educational Technology & Society, 24(4), 86–98. https://www-jstor-org.libaccess.sjlibrary.org/stable/48629247

Summary
The paper linked above sought to look into various teachers’ methods for teaching science, technology, engineering, and mathematics (STEM) subjects to students with intellectual disabilities (ID). Collaboration was encouraged between four teachers planning curricula for their classrooms. The general consensus was that the teachers themselves found collaboration with their peers to be helpful, and that student motivation could be improved with applicable technologies and activities that emphasized tools. Inquiry-based learning was emphasized. A significant amount of attention was paid to the peer-teaching/collaboration aspect between the instructors.

Evaluation
The authors’ own feelings regarding the need for better framework are clear, as they themselves emphasize that STEM subjects are considered paramount on a global scale at this point, and leaving students with IDs behind is a failure of the system. The solutions they come to are pretty par for the course in this class, but I have to wonder if a lot of the techniques we learned this semester could smooth differences in ability across the board? It sounds as if some, if not all, of these classes are composed entirely of students with IDs. On the other hand, we have to be cognizant of competing accessibility needs. Group-based activity is only helpful up until the point where communication becomes an issue. I myself have spent years predominantly non-speaking. In an online setting, this was accepted, but when instruction resumed in person, a lot of collaborative elements ended up leaving students like me behind. The paper’s emphasis on teacher experience was also a bit of a let-down. I was very much hoping to see more expression of the students’ experiences on the matter, or perhaps even qualitative data.

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