Purpose: The purpose of this paper is to explore the potential of the substitution, augmentation, modification and redefinition (SAMR) model as a research method via a project that aimed to investigate pre-service teachers' negotiation of data-rich environments. Design/methodology/approach: The project that underpins this paper saw the author working with a group of seven pre-service teachers through an online learning community on WhatsApp to explore their understanding of increasingly complex computational topics associated with the "Implications and Impacts" component of the digital technologies curriculum. Findings: The knowledge and experiences of the pre-service teachers suggest considerable unexplored potential through the alignment of the SAMR model in online learning communities. Originality/value: The paper draws attention to a range of opportunities associated with prompting discussion about increasingly complex topics in online learning communities. The adoption of the SAMR model offers a framework in education and the social sciences. It stresses the affordances enabled due to the personalized, ubiquitous and situated nature of the method. Unique contributions include the interpretive and critical approaches discussed in terms of research methods. The paper may be of value to researchers who are interested in a scaffolded means to engage with participants through an online learning community.