The lack of professional development training seems to be the main issue in incorporating tablet PCs to the EFL classroom in some parts of the world, it is definitely the case of the Czech Republic. However, some studies do exist and they are a valuable source for teachers. One such source is the SAMR model. The SAMR model, developed by Dr. Ruben Puentedura, provides a guide for teachers who want to integrate technology in their classroom. The model consists of four levels defined as follows: The four levels are often depicted in the form of a ladder. The amount of educational enhancement goes from the bottom (substitution) to the top (redefinition). When creating tasks for learners with technology, teachers should always ask themselves a couple of questions to find out whether the desired activity benefits, in any way, from the use of technology. The SAMR model can help with that. The first level of enhancement is substitution. In this level, the task is not enhanced by the use of technology. One example could be using a word processor instead of pen and paper or writing a story. The teacher should consider what he or she will gain by substituting the older technology with the new one. The second level is augmentation. This level offers some kind of enhancement. The question to consider is whether using the technology adds a new edge to the task that would not be possible without it. For instance, if students use a word processor that has spell-check, it adds new possibilities, therefore fulfilling the requirements for level two of the SAMR model. These two bottom levels are associated with the word enhancement. Using technology according to them is with no doubt beneficial, but they do not offer anything that would be considered very creative for the students. That is why there are two more levels that are associated with transformation. They are named as such because they allow for a major transition in the learning process. The third level on the ladder is modification. For a task to be considered redefined, it has to fulfill the following criteria. Technology is, on some level, fundamental for executing the task. Common tasks are being accomplished by the use of technology. An example for using modification would be using Google Docs for writing a story and sharing the story with classmates. This kind of task would be impossible to do without technology. The top level of the SAMR model is redefinition. Tasks designed with this level in mind are those that would be impossible to do without technology. For instance, having students write a story and then make a video of them acting it out. A traditional task, such as writing a story, reaches a whole new level by redefining it for the use of technology. The SAMR model is often used in connection with Bloom’s taxonomy. Puentedura (2014) analyzes the connection in his article. He says that the two enhancement levels (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, and Apply). The two transformation levels (Modification, Redefinition) are associated with the upper levels of Bloom (Analyze, Evaluate, Create). Figure 3 illustrates this association. To be able to use the SAMR model in practice, a lot of research is involved.
Most of the enhancement through the use of tablets desired for PBL is done through applications. There are thousands of applications designed for education, but it is not always an easy task to find the perfect application to fit a specific activity. Teachers from all over the world contribute with their findings to online discussion forums, blogs, websites and other easily accessible media. Through this cooperation, it becomes easier to create a successful lesson with tasks designed in a way that benefits the students. The following figure describes the different ways of using the SAMR model in a real classroom. The tasks below are designed specifically for learners of English who have access to tablets.  The following figure is inspired by Kathy Schrock’s SAMR Model and iOS apps.
 
                                                                                          
Figure 4 – Kathy Shrock’s SAMR Model and iOS Apps (http://www.schrockguide.net/samr.html)
TASK Substitution Augmentation Modification Redefinition
Note taking Taking notes using iOS Notes, Notability, Evernote Using Evernote to categorize and Tag notes Using Idea Flip – draw a diagram and convert it to text online Sharing and collaborating notes using Evernote
Researching
 
 
 		 Using a web-browser to research information Bookmark and share sources with others Download and annotate documents or images (Skitch) Use mind-mapping apps (Mindomo)
Presentation Create a Keynote presentation on the iPad Demonstrate understanding using Explain Everything Use Sock Puppets to act out a scene Create an iMovie video
Content distribution Copy, paste and send a URL by email Send a reminder via Google Drive Create and scan a QR code Set up a class on Edmodo
Authoring documents Open a file from an email to read it Use online dictionary/a dictionary app Annotate a digital document (iBooks, PDF reader) Create an interactive document
File management Students email documents to the teacher Students submit homework via Moodle Managing files on Dropbox, Google Drive Collaborating on a file in Google Docs
 
A great model for choosing the right applications for ELT has been designed by Allan Carrington. He developed a chart that he calls ‘‘The Pedagogy Wheel’’. The wheel incorporates the SAMR model and Bloom’s taxonomy to create a guide for anyone wanting to use technology in the classroom.