Models of Tech

PICRAT

SAMR

TPACK

Models of Tech Integration

References

My Choice

Comparison

TPACK

Knowledge congregation

Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught. Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and working with technology, tools and resources. Pedagogical Content Knowledge (PCK) – 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).

Technological Content Knowledge (TCK) – “An understanding of the manner in which technology and content influence and constrain one another. Technological Pedagogical Knowledge (TPK) – “An understanding of how teaching and learning can change when particular technologies are used in particular ways. Technological Pedagogical Content Knowledge (TPACK) – is combining the teacher's knowledge with the best way to teach it and combining this with technology.

I think my choice for my school would have to be TPACK. And if it went well and after some training then perhaps ending on PICRAT. I say this because of the variety we have at our school. Not just in teachers but also in technological capability and what is "allowed" and what is "not allowed." Some of these restrictions are from the government and others even from the homes themselves. We also need a system that is diverse and NOT uniform. Because we don't have a common base or ground. Each student has their own device and each teacher has a work laptop, some are Mac and some are Windows. Some students use iPads, some use laptops and so you need adaptability and compatibility. Which is why I suggest TPACK, it can include knowledge teachers already know and show them how to express, use and create with that knowledge in a digital world. It creates a bridge so to speak. Once the teachers are more comfortable with the idea of technology in the classroom then moving onto something like PICRAT where we can assess in which way are they using tech? Can it be improved upon? Can we push/train them to be better and by doing that push the kids to the level where they need to be to succeed in this ever-changing environment. As with all new implementation there will be resistance at first but I think TPACK is a teacher friendly model that one can build from and bridge the traditional and tech teacher gap.

I think my choice for my school would have to be TPACK. And if it went well and after some training then perhaps ending on PICRAT. I say this because of the variety we have at our school. Not just in teachers but also in technological capability and what is "allowed" and what is "not allowed." Some of these restrictions are from the government and others even from the homes themselves. We also need a system that is diverse and NOT uniform. Because we don't have a common base or ground. Each student has their own device and each teacher has a work laptop, some are Mac and some are Windows. Some students use iPads, some use laptops and so you need adaptability and compatibility. Which is why I suggest TPACK, it can include knowledge teachers already know and show them how to express, use and create with that knowledge in a digital world. It creates a bridge so to speak. Once the teachers are more comfortable with the idea of technology in the classroom then moving onto something like PICRAT where we can assess in which way are they using tech? Can it be improved upon? Can we push/train them to be better and by doing that push the kids to the level where they need to be to succeed in this ever-changing environment. As with all new implementation there will be resistance at first but I think TPACK is a teacher friendly model that one can build from and bridge the traditional and tech teacher gap.

To use the matrix, teachers must ask themselves two questions:1) What is the technology use's effect on practice?

• Replacement - same thing just digital
• Amplification - increasing range or ability
• Transformation - changing the way something is done entirely

2) What are the students doing with the technology?

• Passive - students are listening but not involved
• Interacting - students are involved and a part of their learning
• Creating - students are creating and learning at the same time, they are central

References:

1. Portnoy, L. (2018). How SAMR and tech can help teachers truly transform assessment. Edsurge. Retrieved from https://www.edsurge.com/news/2018-02-01-how-samr-and-tech-can-help-teachers-truly-transform-assessment
2. Puentedura, R.R. (2013). SAMR model substitution, augmentation, modification, redefinition. https://d1pf6s1cgoc6y0.cloudfront.net/5fdcf2f73b804107b4fa3f2b6177affa.pdf
3. Puentedura, R. (2016, July 12). How to apply the SAMR model with Ruben Puentedura[Video file]. Retrieved from https://www.youtube.com/watch?v=ZQTx2UQQvbU&t=24s
4. Kimmons, R., Graham, C., & West, R. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1).
5. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
6. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
7. Website: Differences between SAMR and TPACK models : https://taylorinstitute.ucalgary.ca/resources/SAMR-TPACK

1.Substitution - Easiest, choice in medium, differentition in assessment and feedback. E.g : Paper to typedQ: “What will I gain by replacing the task with the technology?” [1]2. Augmentation - Improving the task, analog to digital with new functionality. E.g: Exit tickets collecting dataQ: “Does the technology add new features that improve the task?” [1]3. Modification - Redesign the task. E.g : collaborative poster design Q: “Does the task significantly change with the use of technology?” [1]4. Redefinition - Learning only possible with tech.E.g: Recording and editing a music video in class Q: Does the technology allow for creation of a new task previously inconceivable?”[1]

Created by Dr. Ruben Puentedura, the SAMR model helps teachers think about how and why they use technology and how it can help them evolve pedagogically as they grow more comfortable integrating technology into their practice (Puentedura, 2016) [2]

Comparing the systems is not that easy to do. Because like everything else they seem subjective and personal. Open to interpretation and also dependant on who implements them and the way in which they do so. So, I shall compare them as I see and understand them. The SAMR model seems simple and easy to implement but perhaps also lacks scaffolding if you are unsure of what to do. TPACK is great because you can use your teachers current knowledge and show them how it fits into a model and just includes technology. Without making them feel redundant and left behind. Whereas the PICRAT model is very specific and probably works from the introductory level to the masters level of technology integration. As the highest level of the model is really difficult to obtain. It also works as a good assessment to see which students are which level in the classroom from a teaching perspective. Administrators and principals can use the matrix to become a sort of "sorting hat" of tech ability and implementation, when looking at their staff members.Each has its strengths and weaknesses. Each can be adapted and manipulated to suit the need, situation and people involved. So it just depends how well the people are willing to try, learn and push and how much support can be offered to them on their journey to being Education TEchnology professionals.