What is SAMR (Substitution, Augmentation, Modification, and Redefinition) Model

This action research study examines preservice teachers' responses to a SAMR-focused App Smashing engagement created with suggestions from other technology studies with preservice teachers. In this study, the authors used qualitative methods to collect and analyze data from interviews, a pre- and post-App Smashing engagement survey, and digital artifacts. Findings revealed that some preservice teachers viewed the exploratory, independent nature of the engagement as beneficial to their learning. Yet most requested more step-by-step instructions and guidance than the authors initially thought preservice teachers would need. Results challenge the notion that preservice teachers are digital natives who prefer to learn about technology integration through “faster, less step-by-step” lessons. The results are a reminder that teacher educators need time to strategically design learning experiences to encourage preservice teachers to integrate technology into their instructional plans in meaningful ways.