Puentedura (2006) developed a Substitution, Augmentation, Modification, Redefinition (SAMR) model. It was designed to help educators identify different ways in which they can integrate technology into teaching and learning practices. It also provides teachers with a common language to describe the ways they integrate technology into their practice and enables teachers to identify the specifics of what they do and why. Puentedura’s model can be considered as a continuum from novice level (substitution) to an advanced, ideal level of technology integration (redefinition) to encourage teachers to seek optimal ways to include technology in learning experiences. Not surprisingly, many teachers are still using technology at a substitution and augmentation level because they are attempting to match technology to antiquated curriculum documents.