SESS 8
BSED 2-E
THE DIFFERENT frameworks
RHEA MAE N. ESPIRITU
start
THE DIFFERENT FRAMEWORKS
1. SAMR
2. TPACK FRAMEWORK
3. RAT MODEL
4. SECTIONS FRAMEWORK
5. TRIPLE E FRAMEWORK
continue
SAMR Model
start
SAMR Model
The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The SAMR model was created to share a common language across disciplines as teachers strive to personalize learning and help students visualize complex concepts. The SAMR Model can be especially powerful during remote and blended learning when integrated classroom technology makes teaching and learning a more seamless experience for educators and students.
SAMR Model
Substitution At this stage, technology is directly substituted for a more traditional teaching tool or method. It is a simple, bare-bones, direct replacement. For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Students might also answer questions about the Constitution by typing them in Microsoft Word instead of filling out a worksheet with a pencil. Substitution might also include a student using Flipgrid, Keynote, PowerPoint, Prezi, Slides, or a similar program to present information about an article or amendment to the class.
Modification In this stage, you are beginning to move from enhancement to transformation using the SAMR Model. Instead of replacement or enhancement, this is an actual change to the lesson’s design and its learning outcome. The critical question here is, “does the technology significantly alter the learning task?”
A student presenting research on the 14th Amendment to continue our example might create their own unique graphic organizer for the class that not only includes the usual multimedia resources but represents a new product or synthesis of existing material.
Redefinition The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.
Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.
Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.
Augmentation The technology is again directly substituted for a traditional tool or method, but with significant enhancements to the student experience. Ask yourself if the technology increases or augments a student’s productivity and potential in some way.
Returning to the Constitution example, a student might use classroom technology to augment a presentation on the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation. It could also include interactive links to relevant supreme court decisions, such as Plessy v. Ferguson or Brown v. Topeka Board of Education.
TPACK Framework
go!
TPACK FRAMEWORK
TPACK, or Technological Pedagogical Content Knowledge, is a framework for the integration of technology in the classroom. The TPACK framework is a helpful guide to providing students with a high-quality educational experience, when technology is incorporated in the classroom. TPACK therefore gives teachers a framework to combine their knowledge of technology, pedagogy, and content for an innovative approach to teaching and learning. TPACK does not treat technology as separate from teaching and learning. Instead, TPACK incorporates the interdisciplinary nature of pedagogy, content, and technology.
TPACK
BSED 2-E
TPACK FRAMEWORK
Pedagogical Knowledge is knowledge about the processes and practices or methods of teaching and learning. This is a form of knowledge that is involved in all issues of student learning, classroom management, lesson development and implementation, and student evaluation.
Technical Knowledge is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video. This involves skills to operate particular technologies.
CONTENT KNOWLEDGE (CK)
Content knowledge about the actual subject matter. Content varies greatly by subject matter and the instructor is the subject matter expert.
RAT MODEL
start
RAT MODEL
The Replacement, Amplification, Transformation (RAT) framework is a technology integration model and assessment tool that instructors can use to critically consider how their integration of technology in their classrooms serves their students and themselves. Originally developed by Dr. Joan Hughes in 1998, the RAT model aimed to study how teachers developed and integrated technology for teaching, learning, and curriculum development (Hughes, 2022). Hughes, Thomas, & Scharber (2006) further positioned the model as a framework for self-assessing technology integration "as a means to some pedagogical and curricular end." In her RAT Question Guide (2022), Hughes provides suggestions for extending this self-assessment to the school/district level. There are three primary purposes for technology integration outlined within the framework: to Replace existing, often non-digital, practices; to Amplify existing practices; and to Transform teaching, learning, and curricular goal development through digital practices.
RAT MODEL
Replacement This is replaced by having students use the built-in highlighter tool in Google Docs, Microsoft Word, or some other related app to identify different parts of speech (Hughes, et al., 2006). Amplification Allow students to use built-in tools in Google Docs to help define unknown words, or new vocabulary, and identify the parts of speech in use. Further, have them create their own sentences and use the tools to make sure they are writing complete sentences using all the desired parts of speech. Using commenting, or Track Changes (MS Word) or Suggestions (Google Docs), students can engage in peer review asynchronously or synchronously. Transformative After learning about the parts of speech, have students demonstrate their knowledge by creating a game in PowerPoint or a printable worksheet in Google Docs or some other game development tool. For example, they could create a sentence builder activity using images or a Jeopardy round, using PowerPoint templates. They must include an answer key. Students play each other’s game and evaluate the game for accuracy. Imagine how exciting this might be if they were exchanging their games with other students from other schools around the nation, or even the world.
SECTIONS Framework
start
SECTIONS FRAMEWORK
3/3
The SECTIONS Model is an applicable framework that educators can use to evaluate the effectiveness of applying a certain technology in their classrooms. SECTIONS specifically refers to 8 different areas: Students, Ease of use, Costs, Teaching & Media, Interactivity, Organizational issues, Networking and Security & Privacy.
Inquiry, creative thinking and digital literacy have gained significant importance in the classroom and are playing a larger role in education. As an educator, it is thus essential to recognize the importance of integrating digital technologies in the classroom. A common question remains : How can educators evaluate and select the most appropriate technology to use in their classroom?
Using the SECTIONS MODEL by Bates and Poole, can help guide the instructor since it was designed to “facilitate decisions with regard to choice of technology at both the strategic and the tactical level, and also to help decide within a particular technology the most appropriate balance between different media” (Bates & Poole,2003, p.79-80). This makes SECTIONS a great tool to use to support decision making on technologies in the classroom.
TRIPLE E FRAMEWORK
start
TRIPLE E Framework
The Development of the Triple E
The Triple E Framework, developed in 2011 by Professor Liz Kolb at the University of Michigan, School of Education, was created to address the desire for K-12 educators to bridge research on education technologies and teaching practice in the classroom. There are decades of reliable and useful research that provides guidelines on effective practices when using technology tools for eliciting learning growth. The research clearly points out that effective technology integration begins with good instructional strategies and not fancy tools. The Triple E Framework was designed for educators to easily evaluate how to select tools to meet their learning goals, and ultimate design learning experiences so the tools have a positive impact on student achievement and learning outcomes. The Triple E Framework is meant to be used as a coaching tool to support teachers in their instructional choices around and with technology tools.
Triple E Level 2:
Triple E Level 1:
Triple E Level 3:
Triple E Level 3: Extended Learning
Educators are always looking for ways to connect student learning to the authentic world. If technology can somehow aid or enhance the ability to create these real-world connections, than learning is being extended outside of the classroom walls and into student's everyday lives. In addition, another piece of extension are non-content related skills (often called "soft skills"). In the digital age, educators are often looking to help their students to start developing P21 skills, that many employers are asking for. In order to measure if technology tools are extending learning goals, the following questions can be used for analysis.15
Triple E Level 2: Enhanced Learning
Technology can create opportunities for students to move beyond engagement in content, where the technology may simply be replacing a traditional method of instruction, but it is not actually doing anything different than the traditional method was doing. We call this the "value-added" aspect of technology. Value-added enhancement of learning through technology is when the tool is somehow aiding, assisting, scaffolding learning in a way that could not easily be done with traditional methods. This is the level where learning can become personalized and more relatable to the learner. This is when technology is really starting to change how learning occurs to make it more meaningful to the learner. Below are three questions that should be asked when measuring for enhancement of learning through technology tools.
Triple E Level 1: Engaged Learning
Engagement is one component of technology integration. Often by putting a piece of technology in front of the students or in their hands, they become interested or "engaged" in the activity. However, we can look a little more deeply at engagement by considering if the technology is not just capturing the interest of the student, but if it is actually engaging them actively in the content (not just the bells and whistles of the software). It is important to look for "time on task" engagement. In addition, engagement should include social or co-use of the technology tool rather than isolated learning with a tool. Students should be working together through the tool (eg...synchronous collaboration) or with the tool (eg...in pairs or groups with a device). Below are three questions to ask when measuring for engagement in learning goals through a technology tool.
REFERENCE
About - Triple E Framework
SECTIONS Model – Assessing Technologies in the Classroom | Scarfe Digital Sandbox (ubc.ca)
RAT (edtechbooks.org)
THANK YOU!
RHEA MAE N. ESPIRITU BSED 2-E
END
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Transcript
SESS 8
BSED 2-E
THE DIFFERENT frameworks
RHEA MAE N. ESPIRITU
start
THE DIFFERENT FRAMEWORKS
1. SAMR
2. TPACK FRAMEWORK
3. RAT MODEL
4. SECTIONS FRAMEWORK
5. TRIPLE E FRAMEWORK
continue
SAMR Model
start
SAMR Model
The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The SAMR model was created to share a common language across disciplines as teachers strive to personalize learning and help students visualize complex concepts. The SAMR Model can be especially powerful during remote and blended learning when integrated classroom technology makes teaching and learning a more seamless experience for educators and students.
SAMR Model
Substitution At this stage, technology is directly substituted for a more traditional teaching tool or method. It is a simple, bare-bones, direct replacement. For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Students might also answer questions about the Constitution by typing them in Microsoft Word instead of filling out a worksheet with a pencil. Substitution might also include a student using Flipgrid, Keynote, PowerPoint, Prezi, Slides, or a similar program to present information about an article or amendment to the class.
Modification In this stage, you are beginning to move from enhancement to transformation using the SAMR Model. Instead of replacement or enhancement, this is an actual change to the lesson’s design and its learning outcome. The critical question here is, “does the technology significantly alter the learning task?” A student presenting research on the 14th Amendment to continue our example might create their own unique graphic organizer for the class that not only includes the usual multimedia resources but represents a new product or synthesis of existing material.
Redefinition The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible. Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes. Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.
Augmentation The technology is again directly substituted for a traditional tool or method, but with significant enhancements to the student experience. Ask yourself if the technology increases or augments a student’s productivity and potential in some way. Returning to the Constitution example, a student might use classroom technology to augment a presentation on the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation. It could also include interactive links to relevant supreme court decisions, such as Plessy v. Ferguson or Brown v. Topeka Board of Education.
TPACK Framework
go!
TPACK FRAMEWORK
TPACK, or Technological Pedagogical Content Knowledge, is a framework for the integration of technology in the classroom. The TPACK framework is a helpful guide to providing students with a high-quality educational experience, when technology is incorporated in the classroom. TPACK therefore gives teachers a framework to combine their knowledge of technology, pedagogy, and content for an innovative approach to teaching and learning. TPACK does not treat technology as separate from teaching and learning. Instead, TPACK incorporates the interdisciplinary nature of pedagogy, content, and technology.
TPACK
BSED 2-E
TPACK FRAMEWORK
Pedagogical Knowledge is knowledge about the processes and practices or methods of teaching and learning. This is a form of knowledge that is involved in all issues of student learning, classroom management, lesson development and implementation, and student evaluation.
Technical Knowledge is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video. This involves skills to operate particular technologies.
CONTENT KNOWLEDGE (CK) Content knowledge about the actual subject matter. Content varies greatly by subject matter and the instructor is the subject matter expert.
RAT MODEL
start
RAT MODEL
The Replacement, Amplification, Transformation (RAT) framework is a technology integration model and assessment tool that instructors can use to critically consider how their integration of technology in their classrooms serves their students and themselves. Originally developed by Dr. Joan Hughes in 1998, the RAT model aimed to study how teachers developed and integrated technology for teaching, learning, and curriculum development (Hughes, 2022). Hughes, Thomas, & Scharber (2006) further positioned the model as a framework for self-assessing technology integration "as a means to some pedagogical and curricular end." In her RAT Question Guide (2022), Hughes provides suggestions for extending this self-assessment to the school/district level. There are three primary purposes for technology integration outlined within the framework: to Replace existing, often non-digital, practices; to Amplify existing practices; and to Transform teaching, learning, and curricular goal development through digital practices.
RAT MODEL
Replacement This is replaced by having students use the built-in highlighter tool in Google Docs, Microsoft Word, or some other related app to identify different parts of speech (Hughes, et al., 2006). Amplification Allow students to use built-in tools in Google Docs to help define unknown words, or new vocabulary, and identify the parts of speech in use. Further, have them create their own sentences and use the tools to make sure they are writing complete sentences using all the desired parts of speech. Using commenting, or Track Changes (MS Word) or Suggestions (Google Docs), students can engage in peer review asynchronously or synchronously. Transformative After learning about the parts of speech, have students demonstrate their knowledge by creating a game in PowerPoint or a printable worksheet in Google Docs or some other game development tool. For example, they could create a sentence builder activity using images or a Jeopardy round, using PowerPoint templates. They must include an answer key. Students play each other’s game and evaluate the game for accuracy. Imagine how exciting this might be if they were exchanging their games with other students from other schools around the nation, or even the world.
SECTIONS Framework
start
SECTIONS FRAMEWORK
3/3
The SECTIONS Model is an applicable framework that educators can use to evaluate the effectiveness of applying a certain technology in their classrooms. SECTIONS specifically refers to 8 different areas: Students, Ease of use, Costs, Teaching & Media, Interactivity, Organizational issues, Networking and Security & Privacy.
Inquiry, creative thinking and digital literacy have gained significant importance in the classroom and are playing a larger role in education. As an educator, it is thus essential to recognize the importance of integrating digital technologies in the classroom. A common question remains : How can educators evaluate and select the most appropriate technology to use in their classroom? Using the SECTIONS MODEL by Bates and Poole, can help guide the instructor since it was designed to “facilitate decisions with regard to choice of technology at both the strategic and the tactical level, and also to help decide within a particular technology the most appropriate balance between different media” (Bates & Poole,2003, p.79-80). This makes SECTIONS a great tool to use to support decision making on technologies in the classroom.
TRIPLE E FRAMEWORK
start
TRIPLE E Framework
The Development of the Triple E The Triple E Framework, developed in 2011 by Professor Liz Kolb at the University of Michigan, School of Education, was created to address the desire for K-12 educators to bridge research on education technologies and teaching practice in the classroom. There are decades of reliable and useful research that provides guidelines on effective practices when using technology tools for eliciting learning growth. The research clearly points out that effective technology integration begins with good instructional strategies and not fancy tools. The Triple E Framework was designed for educators to easily evaluate how to select tools to meet their learning goals, and ultimate design learning experiences so the tools have a positive impact on student achievement and learning outcomes. The Triple E Framework is meant to be used as a coaching tool to support teachers in their instructional choices around and with technology tools.
Triple E Level 2:
Triple E Level 1:
Triple E Level 3:
Triple E Level 3: Extended Learning Educators are always looking for ways to connect student learning to the authentic world. If technology can somehow aid or enhance the ability to create these real-world connections, than learning is being extended outside of the classroom walls and into student's everyday lives. In addition, another piece of extension are non-content related skills (often called "soft skills"). In the digital age, educators are often looking to help their students to start developing P21 skills, that many employers are asking for. In order to measure if technology tools are extending learning goals, the following questions can be used for analysis.15
Triple E Level 2: Enhanced Learning Technology can create opportunities for students to move beyond engagement in content, where the technology may simply be replacing a traditional method of instruction, but it is not actually doing anything different than the traditional method was doing. We call this the "value-added" aspect of technology. Value-added enhancement of learning through technology is when the tool is somehow aiding, assisting, scaffolding learning in a way that could not easily be done with traditional methods. This is the level where learning can become personalized and more relatable to the learner. This is when technology is really starting to change how learning occurs to make it more meaningful to the learner. Below are three questions that should be asked when measuring for enhancement of learning through technology tools.
Triple E Level 1: Engaged Learning Engagement is one component of technology integration. Often by putting a piece of technology in front of the students or in their hands, they become interested or "engaged" in the activity. However, we can look a little more deeply at engagement by considering if the technology is not just capturing the interest of the student, but if it is actually engaging them actively in the content (not just the bells and whistles of the software). It is important to look for "time on task" engagement. In addition, engagement should include social or co-use of the technology tool rather than isolated learning with a tool. Students should be working together through the tool (eg...synchronous collaboration) or with the tool (eg...in pairs or groups with a device). Below are three questions to ask when measuring for engagement in learning goals through a technology tool.
REFERENCE
About - Triple E Framework
SECTIONS Model – Assessing Technologies in the Classroom | Scarfe Digital Sandbox (ubc.ca)
RAT (edtechbooks.org)
THANK YOU!
RHEA MAE N. ESPIRITU BSED 2-E
END