Digital technology has the potential to transform pedagogy and improve the retention of knowledge (Leer and Ivanov, 2013); (Diemar et al., 2013), but many schools are not fully taking advantage of this due to the absence of a clear framework for technology integration. For many schools, this void is filled by the SAMR model, which provides a framework for evaluating, selecting and using technology (Puentadura, 2006). It encourages teachers to plan tasks that modify and redefine the learning process using technology, creating a transformational learning experience for students (See Figure 1). However, this model focuses on tasks rather than the underlying pedagogy or learning process by starting from the premise that teaching actually needs to be redefined, rather than looking at how technology supports existing effective teacher practices. The SAMR model is therefore a task- and technology-focused model, which can distract planning away from practices that can actually support and enha
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