Integrating Technology in the Classroom: Conceptual Models

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Integrating Technology in the Classroom: Conceptual Models

SAMR

The functions of educational technologies are highlighted: substitution (technology acts as a direct substitute with no functional change); augmentation (technology acts as a direct substitute, with functional improvement; modification (technology allows for significant task redesign); and redefinition (technology allows for the creation of new tasks).

Redefinition

Computer technology allows for new tasks that were previously inconceivable.

Apparent functional change

A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.

Modification

This is the first step over the line between enhancing the traditional goings-on of the classroom and transforming the classroom. Common classroom tasks are being accomplished through the use of computer technology.

Significant functional change

Students are asked to write an essay around the theme "And This I Believe...". An audio recording of the essay is made along with an original musical soundtrack. The recording will be played in front of an authentic audience such as parents, or college admission counselors.

Augmentation

Computer Technology offers an effective tool to perform common tasks.

Some functional change

Students take a quiz using a Google Form instead of using pencil and paper.

Substitution

Computer technology is used to perform the same task as was done before the use of computers.

No Functional Change

Students print out worksheet, finish it, pass it in.

TPACK

Technological Pedagogical Content Knowledge Framework

Knowledge has been redefined to include the necessity of digital literacy, or the technical know-how of teaching and learning experiences. What is being taught (content) and the manner of teaching (pedagogy) can only be effective in the new media and digital landscape if the right tools are applied (technological).

Content

Pedagogy

Technology

Bloom's Taxonomy

Creating

Use information to create something new

Evaluating

Examine information and make judgments

Analyzing

Take apart the known and identify relationships

Applying

Use information in a new (but similar) situation

Understanding

Grasp meaning of instructional materials

Remembering

Recall specific facts