4 Models of Technology Integration (SAMR (Substitution Augmentation…
4 Models of Technology Integration
SAMR (Substitution Augmentation Modification Redefinition)
Substitution and Augmentation parts of the model are small enhancements and Modification and Redefinition are parts of transformation.
Augmentation- Tech acts as a direct tool substitute with functional improvement (ex. spell check)
Modification- Tech allows for significant task redesign (google doc)
Substitution- Tech acts as a direct tool substitute with no functional change (Microsoft word document)
Redefinition- Tech allows for the creation of new tasks, previously inconceivable (making a video)
TPAC (Technological Pedagogical Content Knowledge)
A framework that teachers can use to help them identify knowledge they might need to focus on to be able to teach effectively with technology.
TPACK is a deeply skilled teaching with or without technology. This model is a reflection for teacher's that overlap and all components are needed for lesson analysis.
Content Knowledge is the knowledge of subject content such as concepts, theories, ideas, frameworks, evidence & proof and established practices including ways to develop such knowledge.
Technological Knowledge is the knowledge and mastery of technology so that an educator can use & confidently plan use of technology in the classroom including when it is not required.
Pedagogical Knowledge is the knowledge and practice of teaching and learning that an educator can use such as classroom management, taxonomies, planning and assessment.
TIM (Technology Integration Matrix)
This model provides a framework for describing and targeting the use of technology to enhance learning. was developed to help guide the complex task of evaluating technology integration in the classroom. It provides a common vocabulary for pedagogically sound technology integration for teachers, school leaders, coaches, researchers, evaluators, and professional development facilitators.
These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation.
Together, the the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells
The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed.
The theoretical framework of the TIM is based in constructivist learning theory and research related to teacher practice. In contrast to other models for technology integration, the TIM is designed to evaluate a lesson, as opposed to rating a teacher or judging a discrete task.
HACK (Highly Structured, Allowed Choices, Consistent Application, Knowledge Centered)
The HACK model is a systematic way for teachers to release control to students when using technology in the classroom.
Allowed Choices (choices that are offerred with choices of digital tools)
Highly Structured Activities (guided way)
Knowledge Centered Activities (students are fully in control of their learning)
Consistent Application (strategic reasoning and planning by the student)