Reflections on adopting SAMR model for technology integration at University level: A phenomenological study from Pakistan

Abstract

This study aimed to explore the technology integration competencies of university teachers with reference to the Substitution, Augmentation, Modification and Redefinition (SAMR) model. The objectives of the study were (i) to explore the motivation level, (ii) to investigate the inspiration level, and (iii) to diagnose the retention level of Pakistani teachers in adopting the SAMR model for effective blended learning practices. The research context included a random selection of 340 teachers from four faculties of two public sector universities in Punjab, Pakistan. The mixed method approach was used to obtain and evaluate the study data. Both quantitative and qualitative approaches were used for data collection, and a self-constructed questionnaire and semi-structured interview were used to obtain teachers' perceptions. Research findings state that teachers' motivation level was higher as compared to inspiration and retention level. The teachers were motivated only to substitute/augment technological trends in the teaching-learning trajectory, but the attainment of modification/redefinition phases for task creation through the latest technological tools has yet to be achieved. The study recommended that university management may provide extra computing infrastructure and budgetary heads, and incentives for technology incorporation. Training and awareness seminars on the latest Web 2.0 technologies can inspire the faculty to become double talented for modification and redefinition of blended learning practices.