Teachers' and students’ perceptions on introducing the SAMR model into their classroom

Abstract

This article focuses on understanding the perceptions of 31 Ecuadorian teachers and 34 Ecuadorian university students about the Puentedura Substitution, Augmentation, Modification, and Redefinition (SAMR) model in the English class. It has helped teachers integrate technology into their classes. The tool used to evaluate the model consisted of 20 items with 5 questions for each SAMR dimension. The reliability of the model was measured with McDonald's ω (0.94) in a general context and each dimension (S: (ω=0.88), A: (ω=0.82), M: (ω=0.85) R: ω=0.87)). The results on the perceptions of teachers and students were very enlightening to understand how they implement technology in English classrooms before and after the pandemic. They consider the use of technological tools to be beneficial for learning English as a foreign language.