The Substitution, Augmentation, Modification, Redefinition (SAMR) model has been introduced (Puentedura, 2006) claims that use of technology could predict student outcomes. School districts and educational institutions have been adopting this model in hopes to enhance the educational experience and outcomes for their students (SAMR Model, n.d.). This study explored six teachers’ and three administrators’ perception of the SAMR model in integrating technology into the classroom environment. This qualitative research, used surveys and interviews for indicative analysis using the constructivist approach. Data analysis found that educators using the SAMR model were and had a common level used for technology integration as well as a favorite level. This study also found the SAMR model changed teacher practices by encouraging them to integrate technology at a higher level. With regard to integrating technology, this study found three areas of agreement between teachers and administrators: teachers require increased planning time; the use of technology in the classroom can lead to off-task behavior; and when implemented correctly, digital tools increase student achievement. Furthermore, three new issues were found. First, educators suggested the SAMR model puts too much emphasis on higher-level integration. Second, educators mentioned an increase in off-task behavior when using technology. Third, educators believed the SAMR model is best used as a secondary consideration during lesson development. This study suggested three changes for the SAMR model. My first suggestion is to transform the SAMR model into a box-shaped diagram, opposed to its current hierarchical arrangement, to place equal significance on each level of technology integration. Second, it is recommended that the SAMR model be integrated into existing instructional design models. Third, new language added to digital citizenship standards to include behavior with technology
