Introduction
I originally applied to Master of Education program at UOIT due to my interest in digital technology and its role in education. The digital wave of the 21st century created a transformation in society, impacting all aspects of our lives including the way we create, communicate and collaborate with others. Not surprisingly, the increase in digital technology has had significant implications to education. As new technologies emerge, educators are faced with using them in meaningful ways within the classroom (Klopfer et al., 2009).
Since I began teaching 10 years ago I have always embraced using digital technology in my classroom. What I have come to understand is that effective use of technology requires that technology is integrated in a manner in which the connection between curriculum, pedagogy and assessment is seamless. In Technology and the Curriculum, we discussed that technology should extend and deepen understanding while promoting the development and use of 21st century skills (Table 3).
Since I began teaching 10 years ago I have always embraced using digital technology in my classroom. What I have come to understand is that effective use of technology requires that technology is integrated in a manner in which the connection between curriculum, pedagogy and assessment is seamless. In Technology and the Curriculum, we discussed that technology should extend and deepen understanding while promoting the development and use of 21st century skills (Table 3).
Table 3. 21st Century Skills (according to Partnership for 21st Century Skills)
A number of technology integration models provide a framework to guide the implementation of digital technology for learning purposes. Two models in particular that I feel align with the literature on effective use of technology as well as my own beliefs are the TPACK framework and SAMR model.
TPACK
The Technological Pedagogical and Content Knowledge (TPACK) framework, credited to Mishra and Koehler (2006), asserts that there are three domains of knowledge (pedagogy, technology, and content) that intersect to form new domains of knowledge. For effective technology integration to occur, educators need to have a deep understanding of how these domains interact and intersect in the middle (TPACK). Thus, TPACK is achieved when educators successfully infuse technology to create learning environments that are student-centred and content focused. Figure 3 is a graphic I created with questions to help guide my use of technology in my own teaching practice that is based on the TPACK model. Reflecting on these questions has provided me with an opportunity to analyze my rationale for using digital tools and activities in the classroom. Note: Figure 3 enlarges with mouse hover when using Google Chrome.
TPACK
The Technological Pedagogical and Content Knowledge (TPACK) framework, credited to Mishra and Koehler (2006), asserts that there are three domains of knowledge (pedagogy, technology, and content) that intersect to form new domains of knowledge. For effective technology integration to occur, educators need to have a deep understanding of how these domains interact and intersect in the middle (TPACK). Thus, TPACK is achieved when educators successfully infuse technology to create learning environments that are student-centred and content focused. Figure 3 is a graphic I created with questions to help guide my use of technology in my own teaching practice that is based on the TPACK model. Reflecting on these questions has provided me with an opportunity to analyze my rationale for using digital tools and activities in the classroom. Note: Figure 3 enlarges with mouse hover when using Google Chrome.
![](http://demeestermedportfolio.weebly.com/files/theme/Slide2.jpg)
Figure 3. Integration of TPACK reflective questions
SAMR
The SAMR model was developed by Dr. Ruben Puentedura to assist educators in assessing how they are using technology within their instructional practice. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. In general, this model asserts that when technology replaces something we can already do without the technology it is simply being used as a replacement, offering minimal changes to the overall learning objectives. As we begin to use technology more effectively, efficiency is enhanced (augmentation) and learning objectives can be achieved that were not possible before. (modification). Finally, at the highest level of integration is ‘redefinition’, where the use of technology allows learners to accomplish something completely new that was not previously considered possible.
The SAMR model was developed by Dr. Ruben Puentedura to assist educators in assessing how they are using technology within their instructional practice. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. In general, this model asserts that when technology replaces something we can already do without the technology it is simply being used as a replacement, offering minimal changes to the overall learning objectives. As we begin to use technology more effectively, efficiency is enhanced (augmentation) and learning objectives can be achieved that were not possible before. (modification). Finally, at the highest level of integration is ‘redefinition’, where the use of technology allows learners to accomplish something completely new that was not previously considered possible.
One criticism I have of the SAMR model is its hierarchical structure. At first glance it is easy to assume that technology is only used effectively if it is integrated at the redefinition level. Furthermore, this model may lead educators to assume that all meaningful tasks take place in the upper levels of the model. In reality, I believe that there are times when simply using technology as a substitute is its best use. Often times in order for students to achieve tasks at the redefinition level, instruction must be scaffolded using the lower levels of the SAMR model. However, the SAMR model provides educators with a useful lens to view and analyze their use of technology for learning purposes. |
Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/
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Overall, both the TPACK and SAMR models for effective integration of technology seem to be grounded in Constructivism. Digital technology actively involves students in the learning process as the solve explore ill-structured problems, and communicate and collaborate with others in their attempt to find solutions. Effective integration of technology transforms curriculum content and the manner in which students are able to demonstrate their learning (Koehler et al, 2014).
Click on the buttons or images below to visit the sub-themes of digital technology - web-based learning tools and 21st century skills.
Image retrieved from http://pixabay.com/en/iphone
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Image retrieved from www.p21.org
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