With the help of technological developments, the knowledge and skills that students need to acquire constantly evolve, and evaluation instruments and approaches accordingly change. In this context, it is necessary to assess and evaluate at what level the technology-aided activities allow for the development of such knowledge and skills. SAMR model is one of the approaches that allow this evaluation. The SAMR (Substitution, Augmentation, Modification, Redefinition) model is a four-step approach to the selection, use, and evaluation of technology in education. The purpose of this study is to examine the process of assessing technology-aided activities developed by mathematics educators and its reflections on teaching according to the SAMR model. The study utilizing the case study method received the opinions of the faculty members with written assessments and semi-structured interviews. In this study, content analysis was carried out. It is thought that this study will provide an insight into the future studies in terms of exemplifying the evaluation of the integration of technology into education with the SAMR model and addressing it for the 21st-century learners within the context of technological competences.
Cite this article as: Aydoğan Yenmez, A., Gökçe, S. (2019). Using the SAMR Model for Evaluating Technology-aided Mathematics Activities. HAYEF: Journal of Education, 16(2); 221-245.