TPACK and SAMR are models used to help teachers integrate technology. The TPACK model involves a combination of technology, pedagogy, and content knowledge (TPACK). The SAMR model is a ladder for the level of technological integration in lessons using substitution, augmentation, modification, and redefinition (SMAR).
Components of the framework and description of each component
As I studied more about the SAMR model, it seems that SAMR is a ladder, rather than a swimming pool. I guess this is built on the premise of scaffolding - that we use in the education system, relying on prior knowledge, and gaining ‘confidence’ with the ultimate aim being to redefine technology use; rather than getting teachers to jump in at the deep end, or even just move freely between the different levels of technology depending on the learning outcome. Sometimes all we want is a daily-brew cup of coffee, but sometimes we want that Starbucks-only gingerbread latte with cinnamon topping.
When you think about how you will use technology in your classroom, ask yourself this: Is today a special latte or a plain old coffee? And, as difficult as it might be, maybe it's a coffee free day...
The TPACK model, developed by Mishra and Koehler (2006) to guide technology integration in teacher education, brings these competencies as mentioned earlier together. Arguably, TPACK is a more sophisticated model and enhances the integration of technology, as opposed to the SAMR model; because it is designed around the idea that the content (what you teach) and pedagogy (how you teach) are the basis for using technology in the classroom.
According to Hamilton, technology should be integrated into curricula to enhance learning in content areas (2007). The list of cloud-based web tools, open source platforms and mobile device applications is ever growing. The wide range of products available allows students to show their learning and demonstrate their understanding of desired outcomes and objectives. Technology enables us to capture the learning process, and share, within moments, with our wider learning community. With the TPACK in mind and the notion that technology is as transformation as we make it, we soon realise that it is the teacher that makes the difference - we should remember there is not a“silver bullet” for educational technology.
So, whether you choose SMAR or TPACk -- opt for T3 by Sonny Magana, or maybe you are using The Technology Integration Matrix (TIM) if it isn't the RAT model, remember: For technology integration to become best practice, schools should encourage students to be able to select digital technology resources to help them create artefacts and products; also we should promote the implementation of devices into our current environments and not let them detract from our existing collaborative learning spaces.
As always, I'd love to hear your thoughts.
Since 2016, as part of my role as a technology integration coordinator and instructional coach, I have delivered professional development for colleagues. Additionally, I have presented to teachers, administrators, and fellow educational technology coaches at various professional learning conferences including Japan Affiliate of the Association for Supervision and Curriculum Development (JASCD), The Japan Association for Language Teaching (JALT) and Google events.
The In-Towse training is delivered once or twice a week, and a schedule is sent out in the first elementary school update of the month. Staff complete a pre-session survey and sign up to the sessions they want - there is no pressure!
On the calendar, it has the scheduled date, title of the session and is given a star rating for its techie element (novice or nerdy!). I wanted to create a relaxed learning environment, where staff were comfortable and felt able to interact with one another--find they had similar tech-related questions -- and learn and grow together.
I believe that ICT tools and resources, when used efficiently and not merely as a substitution tool or to help tick a box, has the power to transform teaching and learning - the aim of my sessions is for others to see that it doesn't take an Ed Tech specialist to make this happen. Everyone Can Ed Tech.
Technology is like any other tool we introduce, and should, where possible be shared in a relaxed environment, and one thing I have learned makes this all the better is bringing snacks and refreshments!
First off, I appreciate, this blog title might seem a little odd -- maybe even a little ambiguous. I suppose that is the idea.
In an earlier blog post, I considered how our choice of learning theory influences the way we, as teachers, use technology with our students. This week I want to consider how our skepticism or enthusiasm towards technology influences our everyday practice and how we see the future of education concerning technology.
The contemporary demand for standardized curriculum and assessment in K–12 education makes the adoption of new instructional directions based on information technologies even more unlikely.
I want to think I am a technology enthusiast; however, I am skeptical of its use and how it perceived. Allow me to explain: In my current role, I often hear administrators ask about the willingness of teachers to embrace digital technology. How many teachers are attending the professional learning sessions? How many items are on Seesaw? And this is where my skepticism creeps in because, first and foremost, I am a teacher, and I think if we want to transform teaching and learning. As I said in my blog post: Is my goal to teach the technology or the content? We need to accept that it looks different, and that's ok!
The Arguments: Enthusiasts vs. Skeptics
There are two arguments that technology enthusiasts make about why new technologies will revolutionize schooling, arguing that by embracing these two ideas we will radically transform the way that schools educate students.
However, the arguments from the leading skeptics suggest that these 'new' technologies will never be central to schooling, just as earlier technologies such as television never were adopted in schools in the ways that those enthusiasts envisioned.
So as long as education technology is monopolised by the big tech companies of the world, it is tough to look past the skeptic's argument. Because there will always be something new, all too often on Twitter, I see how well the teachers are using the technology, but rarely do I see children trying this out!
We talk about preparing students for the future. Remember this for 5-year-old is it first grade and a 12-year-old is entering middle school. What exactly are we preparing them for? More of the same?
As always, I would love to hear what you all think.
With Pic Collage, a poster becomes more than just a 'poster' and best of all it's free! It has to be one of my favourite apps! I have used this app with students from Kindergarten to Grade 6.
Successful ways, in which I have used Pic Collage in the classroom: