Models of
Technology Integration
It includes resources that model best teacher practices, present a context for planning, and assist with choosing educator professional development.
It was created to be a comprehensive framework for evaluating technology integration in instructional settings.
TIM
It focuses on Pedagogy and the Pedagogical approach that teachers use to technology integration
Within each cell, it defines descriptors for student activity, teacher activity, and the setting for each level of technology integration. It breaks down the complexity so that educators can apply a practical understanding of the attributes of effective teaching to technology integration.
Within each cell of the matrix, it links to four classroom
videos—math, science, language arts, and social studies. Videos show examples of technology integration and demonstrate many different teaching profiles. A teacher who is struggling with technology integration can see examples of lessons with students using technology and hear explanations from their peers. Each video is also accompanied by a lesson plan.
It describes 5 meaningful learning environments (active, constructive, goal directed, authentic, and collaborative)and associates each characteristic with 5 levels of technology integration (entry, adoption, adaptation, infusion, and transformation). These levels of technology integration & meaningful learning environments create a matrix of 25 cells.
It provides a technique for moving through levels of technology adoption to find more meaningful uses of technology in teaching and move away from simply using “tech for tech’s sake”.
Technology acts as a direct tool substitute with no functional change
Technology acts as a direct tool substitute with functional improvements
Technology allows for significant task redesign
Technology allows creation of new task , previously inconceivable
SAMR
A way for teachers to evaluate how they are incorporating technology into their instructional practice.
Student projects move beyond the classroom where their learning solves relevant problems. Knowledge centered instruction develops highly independent learners that think cross-curricularly.
HACK
Students consistently use technology to complete and personalize cross curricular projects. The classroom is characterized by a culture where technology is no longer barrier but a necessity.
It's about giving students choices in how they show learning. Students can choose the best platform to show their knowledge.
It is highly structured and is about replacement activities. It allows teachers to see what technology looks and feels like while building classroom procedures.
It helps students build capacity and independence to become self directed PBL learners.
It builds teacher capacity to become the facilitator of learning and transfer ownership to students.
It is a systematic approach for K-12 teachers to integrate technology into their teaching practices.
It was formed around Bloom’s Revised Taxonomy and Webb's Depth of Knowledge.
It is a logical methodology to innovative practices that move student learning from a foundational level of knowledge to a more sophisticated understanding where students consistently analyze, evaluate, and create information.
It is designed to move a classroom from a highly structured environment to a student-centered environment where students take ownership and personalize their learning.
TPACK
Technological Pedagogical Content Knowledge (TPACK) – “Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009).
Technological Pedagogical Knowledge (TPK) – “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009).
Technological Content Knowledge (TCK) – “An understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa” (Koehler & Mishra, 2009).
Pedagogical Content Knowledge (PCK) – “Consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009).
Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and working with technology, tools and resources and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually adapt to changes in information technology (Koehler & Mishra, 2009).
Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009).
Content Knowledge (CK) – Teachers knowledge about the subject matter to be learned or taught. This knowledge includes knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge (Koehler & Mishra, 2009).
It is designed around the idea that content (what you teach) and pedagogy (how you teach) must be the basis for any technology that you plan to use in your classroom to enhance learning.