The first step in this model is substitution. In this case the technology is only a substitute for previously used technology. For example teachers used to use overhead projectors to project notes and images. Now we have SMART boards, and I find that I most often use it for writing notes or showing pictures which is exactly what I used to use my overhead projector for.
The second step in this model is augmentation. In this stage the technology is still a substitution for previously used technology, but provides functional improvement. For example, teachers used to use overhead projectors to project text and images. However this was limited because you could only manipulate the text so much. Now teachers have document cameras that allow you to project worksheets, books, images etc. and model in a more direct way in this way enhancing what was previously done by the overhead projector.
The third step is modification. In this stage we see more student growth. Previously teachers might have had students type of an essay or create a powerpoint in microsoft word. However now with Google Docs students are able to collaborate and share ideas while still creating a powerpoint or writing an essay.
The final step is redefinition. This is where the most student growth occurs. In this stage the student's technology usage completely modifies how the students respond to the material they are presented. So instead of typing up an essay in Word, students may use movie maker to create a visual response to information.
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