The Substitution Augmentation Modification Redefinition model (SAMR) and
the Technological Pedagogical Content Knowledge model (TPACK) are
useful when considering how to successfully integrate technology into
the classroom. These models place curriculum content at the forefront of
teachers' thinking and allow for technology to be integrated with
existing teaching practises. This ensures that technology is not the
focus but, rather how the technology fits into the curriculum to meet
student needs.
The SAMR model was designed to help educators integrate technology into
teaching and learning and was developed by Dr. Ruben Puentedura. The
model aims to enable teachers to design, develop, and integrate digital
learning experiences that utilise technology.
The SAMR Model
The SAMR model describes a continuum of the extent to which technology
is integrated in the classroom; from the enhancement of existing
practises to the development and creation of new practises.
The SAMR model enables teachers to gauge how technology is utilised
in classrooms. The ratings are influenced by teacher’s comfort with the
technology. The focus is on what can be done with the technology. The
model is premised on ICT as a tool for learning not a substitute for a
teacher.
Technology integration can be considered on a continuum - moving from substitution to redefinition of classroom activity.
Substitution is when the use technology is used as a
direct substitute for existing classroom practises. It is doing the
same task with the introduction of technology but without any
modification of the task. For example, using a note taking application
on the iPad to draft a document rather than handwriting with paper and a
pencil.
Augmentation involves some functional improvement
but is still a direct tool substitute. The task has not changed but
been enhanced slightly. For example, using some of the iPad’s built in
tools such as the thesaurus, dictionary or speak mode to augment the
classroom task.
If technology integration remains in the substitution and/or
augmentation level, classroom work flows will only be slightly enhanced.
Students may be engaged whilst using technology in the classroom but
the use of the device remains defined and limited.
Modification involves giving students a different kind of task. For example, using multimedia and adding sound and video.
Redefinition is doing something that was
inconceivable without technology and gives students a stage. For
example, creating a digital storybook to share with students across the
classroom, school or world.
When technology is used in this way it leads to the transformation
of classroom and student work flows and the technology is used in its
most effective form.
The TPACK Model
TPACK attempts to identify the nature of knowledge required by
teachers for technology integration in their teaching, while addressing
the complex, multifaceted and situated nature of teacher knowledge. At
the heart of the TPACK framework, is the complex interplay of three
primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology
(TK). Teacher researchers are encouraged to reflect on the extent to
which the integration of iPads in their classroom practice has affected
this interplay.
The TPACK approach goes beyond seeing the three knowledge bases in
isolation. It emphasises the new kinds of knowledge that lie at the
intersections between them. Considering P and C together we get
Pedagogical Content Knowledge (PCK). Similarly, considering T and C
taken together, results in Technological Content Knowledge (TCK), the
knowledge of the relationship between technology and content. At the
intersection of T and P, is Technological Pedagogical Knowledge (TPK),
which emphasises the existence, components and capabilities of various
technologies as they are used in the settings of teaching and learning.
Finally, at the intersection of all three elements is Technological
Pedagogical Content Knowledge (TPACK). effective technology integration
is understanding and negotiating the relationships between these three
components of knowledge. Effective technology integration for pedagogy
around specific subject matter requires developing sensitivity to the
dynamic relationship between all three components.
Conclusion
From the above models we see that technology is not the focus but rather how the technology fits into the actual unit of competency we are delivering to meet the students' needs. Quality technology integration is not necessarily easy but achievable if we are willing to change the way we teach.
References
SAMR: Puentedura, R. R., Ph.D,: SAMR model
TPACK: http://tpack.org/.
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