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

Abstract

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.