School leaders are under constant pressure to choose the “right” educational technology. New platforms promise engagement, personalization, and improved outcomes, yet many districts still struggle to see meaningful instructional change. The challenge, however, is rarely about access to devices or software. More often, it is about clarity: understanding how and when technology genuinely strengthens teaching and learning.

Effective technology integration is not about adopting the newest or most impressive tool. It is about knowing the range of instructional options available and intentionally selecting approaches that align with learning goals. When technology decisions are grounded in pedagogy rather than novelty, digital tools can become powerful levers for student growth.

Technology Isn’t the Barrier—Integration Is

Educators are not resistant to technology. Research has long shown that well-chosen digital tools can boost student achievement and streamline assessment practices. Teachers seek out these tools because they see their potential. What consistently stands in the way is not motivation, but preparation.

Studies have pointed to insufficient professional learning as the greatest obstacle to effective technology use in classrooms. With thousands of tools on the market, teachers often lack the time, training, and instructional models needed to integrate technology in ways that truly enhance learning. Without clear guidance, technology risks becoming an add-on rather than a catalyst for deeper understanding.

Lessons from Rapid Remote Learning

The COVID-19 pandemic accelerated technology adoption almost overnight. Districts moved instruction online at an unprecedented pace, doing whatever was necessary to maintain continuity for students. While this rapid response was both understandable and admirable, many educators have since noted that much of what emerged resembled emergency problem-solving rather than thoughtful digital instruction.

This moment revealed an important gap in the conversation. In the rush to meet immediate needs, less attention was given to defining what high-quality technology integration actually looks like. As schools move forward—often with a renewed emphasis on blended and digital learning—this question becomes critical. The choices leaders make now will shape teaching and learning long after classrooms are fully reopened.

A Framework for Making Sense of Edtech Choices

One useful lens for thinking about technology integration is the SAMR framework, developed by education researcher Ruben Puentedura. Rather than prescribing specific tools, SAMR offers a way to categorize how technology is being used instructionally. It describes four levels of integration:

• Substitution: Technology acts as a direct substitute, with no functional change.
• Augmentation: Technology acts as a district substitute, with functional improvement
• Modification: Technology allows for significant task redesign
• Redefintion: Technology allows for the creation of new tasks, previously inconceivable

These levels are often presented in order of increasing instructional impact, but they are best understood as options—not a ladder that teachers must constantly climb. Strong instruction may draw from multiple levels depending on context, content, and student needs.

Substitution: Digitizing Existing Practices

At the substitution level, technology replaces traditional materials with digital versions, without changing the learning task itself. Worksheets become PDFs, lectures are delivered via video, and classroom resources move online.

This level is especially valuable when teachers are new to digital instruction. Leaders can support teachers by encouraging simplicity: digitize existing materials, post them in a shared drive, and ensure students can access essential information such as schedules, expectations, and vocabulary.

Providing both live and recorded instruction is another effective practice at this stage. Recorded lessons allow students to revisit content and ensure access for those who cannot attend in real time.

Augmentation: Adding Functional Improvements

Augmentation builds on substitution by introducing digital features that enhance learning without altering core content. Hyperlinks, multimedia, comments, and interactive elements give students more flexible ways to engage with material.

At this level, students might demonstrate understanding through multimedia presentations or maintain digital portfolios that showcase their work over time. Teachers can replace traditional quizzes with interactive formats that provide immediate feedback and increase engagement. Virtual bulletin boards and shared workspaces allow students to ask questions, share resources, and learn collaboratively.

Modification: Redesigning Learning Experiences

When technology reaches the modification level, it begins to reshape how learning happens. Digital platforms such as learning management systems can handle classroom logistics—assignments, communication, calendars, and feedback—freeing teachers to focus more on instruction and relationships.

Online environments also create new participation pathways. Students who may be hesitant to speak in class often feel more comfortable contributing through chat features, discussion boards, or written reflections. Asynchronous discussions give students time to think deeply before responding, supporting more equitable participation.

For school leaders, this level highlights the importance of professional learning focused on instructional design, not just tool functionality.

Redefinition: Creating New Learning Possibilities

At the redefinition level, technology enables learning experiences that would be difficult or impossible in a traditional classroom. Students connect with peers, experts, and authentic audiences beyond their school walls.

Virtual exchanges can link classrooms across the globe. Digital field trips allow students to explore museums, ecosystems, and historical sites without leaving their desks. Authors, scientists, and community leaders can join classes to provide real-world perspectives.

Students can also publish their work publicly through blogs, wikis, or collaborative platforms, receiving feedback from audiences beyond their teacher. These experiences help students see their learning as meaningful and connected to the world around them.

Beyond Instruction: Strengthening Relationships

Technology’s value extends beyond content delivery. Digital tools can also help maintain consistency, connection, and belonging—especially during times of disruption. Simple practices, such as daily video greetings or student voice recordings, can reinforce relationships and provide emotional stability.

For leaders, this serves as a reminder that effective technology integration is as much about people as it is about platforms.

SAMR as a Leadership Tool

The SAMR framework is often misunderstood as a hierarchy to conquer. In reality, it functions more like a toolbox. The goal is not to operate exclusively at the highest level, but to make intentional choices that serve instructional goals.

School leaders can use this framework to guide reflection and conversation by asking:

• How does this technology improve the learning experience?
• In what ways does it increase student engagement and agency?
• How does it connect learning to authentic, real-world contexts?

When technology decisions are guided by these questions, districts are better positioned to move beyond emergency adoption and toward sustainable, high-impact digital learning.

This article was based, in part, on the following:

Terada, Youki. A Powerful Model for Understanding Good Tech Integration

Good technology integration isn’t about using the fanciest tool; it’s about being aware of the range of options and picking the right strategy—or strategies—for the lesson at hand.

Edutopia.com. May 4, 2020

Leslie Stebbins is the Director of Research4Ed. She has more than twenty-five years of experience in higher education and K-12 learning. Her clients include Harvard University, the U.S. Department of Education, Tufts University, and the Gates Foundation. She has an M.Ed. from the Technology Innovation & Education Program at the Harvard Graduate School of Education and a Master’s in Library and Information Science from Simmons College. https://www.linkedin.com/in/lesliestebbins/