In the rising trend of applying Information Communication Technology (ICT) into teaching, ICT integration means much more than simply using Power Point slides, software like Hot Potatoes, or platforms like Facebook or Moodle in teaching and learning. Therefore, many scales have been designed to guide teachers in the evaluation of their ICT integration, and one of which is the increasing popular model of SAMR. Interesting as it seems, but the SAMR model proves to be a weak framework to base on for this evaluation. This study points out how inconsistent the interpretation of the SAMR is in the literature and point out what should be done to improve the model for measuring the levels of ICT use of language teachers. The study proposes an understanding of tasks which include textbook tasks, teaching tasks, and learning tasks, and attempts to modify the terms of “functional changes”, and “task redesign” to help distinguish different levels of ICT integration in the model.