The COVID-19 pandemic has brought about never-before-seen experiences for the education sector. These experiences have triggered a reconsideration of digital technology, and its role in learning and teaching.

However, as the recent forced shift to online delivery has demonstrated, innovation isn’t all about using the most advanced technology on offer. Pedagogy and strategy have just as much, if not more, to do with successful online learning than which gadgets are used.How to shape a digital strategyWhen planning a journey, knowing the desired destination is key. This is also true of a strategy.Starting with questions such as ‘why do we need this technology?’ and ‘what do we want technology to help us achieve?’ are useful in shaping a digital strategy. Many educators have been using technology for some time, and there will be established and emerging digital practices. However, it’s essential to know if this practice is really transforming the way the curriculum is delivered. So, how can we find out?Teaching and learning models – SAMRModels of teaching and learning can help identify what digital technology has become established within an organisation, and whether it is starting to bring about organisational change.[#pullquote#]Models of teaching and learning can help identify what digital technology has become established within an organisation[#endpullquote#]One model that has gained attention in recent years is SAMR (substitution, augmentation, modification and redefinition). SAMR was developed by Dr Ruben Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.How SAMR worksWithin SAMR, each category describes a different level of technology integration. For example:Substitution – where a technology is either replacing an existing process, or has replaced an older technology, with little gainAugmentation – where technology replaces an older technology or existing process, with some functional improvementModification – allowing for significant redesign and/or redelivery of learning and teaching through use of technologyRedefinition – where the introduction of new technology has created a new practiceThe latter two categories are more likely to promote digital transformation.This SAMR model can be used to carry out simple benchmarking exercises against available technology. For example, SAMR can work as an audit tool to assess how the use of technology is shaping teaching and learning practice.[#pullquote#]This SAMR model can be used to carry out simple benchmarking exercises against available technology.[#endpullquote#]Different types of technology can be aligned with different categories of the SAMR model to figure out how far it has changed practice. This is particularly useful when considering the use of technology in a post-COVID timetable that is likely to involve increased online delivery. Many institutions will have already been through a process of trial and error with different technologies through lockdown, which will be useful information to feed into the audit.Once it is clear how technology has informed teaching and learning practice, it can be used to inform plans for innovation.A useful question here is ‘how can SAMR be used to extend our practice and improve the student experience?’ Educators could then take the audited technology and consider how it could be used more creatively, or to solve a particular problem. This is how practice transforms along the SAMR model, for instance from substitution to augmentation, and so on.Climbing the ladderIt is important, though, to recognise that SAMR is not a hierarchical model – that is to say, redefinition isn’t always better.[#pullquote#]It is important, though, to recognise that SAMR is not a hierarchical model – that is to say, redefinition isn’t always better.[#endpullquote#]If SAMR is viewed as a ladder, although redefinition is the top rung, the lower rungs of augmentation, substitution and modification are just as important in the overall structure.A good example is where a user has additional sensory or cognitive needs. Technology in this case falls primarily into the substitution category, acting as an alternative to analogue tools and enabling participation, but not necessarily adding extra elements to the experience. For instance, auto transcription and autocorrect tools can support additional understanding, convenience and independence without changing the overall learning structure.Used thoughtfully, models like SAMR can help to realise how familiar technology can be used in a transformative way.For more information about how to use the SAMR model, see our quick guide.