SAMR or TPACK?
SAMR
SAMR is a popular technology integration framework that stands for substitution, augmentation, modification, and redefinition. This framework is set up like a ladder and works from the simplest to most complex integration of technology within the classroom. The first two steps on the ladder, substitution and augmentation, are enhancement strategies while the third and fourth steps, modification and redefinition, are transformative strategies.
(Central Rivers AEA, 2021)
At the substitution level, teachers and/or students use technology to simply make hard copy or traditional material accessible digitally. An example of this would be recreating a hard copy worksheet on a Google doc and assigning it via Google Classroom. There is no functional change to the assignment, it is simply accessible digitally and reduces paper and the copies that need to be made. Substitution may help teachers organize and manage student work. During the augmentation stage of the SAMR framework, technology is still used as a substitute but provides some functional improvement that wasn’t possible without the technology. An example of augmentation in action in the classroom may be students creating a multimedia presentation (such as a Google Slide deck, ppt., or Prezi) in lieu of a poster. The multimedia presentation would allow students to add digital images, graphics, embedded videos, GIFs, music, or even student created media within their presentation.
The transformative level takes the technology implementation from more teacher centered to student centered. At the modification level, technology is used to completely redesign the task at hand. For example, instead of teachers having students take a test or write a paper to assess their level of understanding, you could have students create vlogs (video blog) or blog posts to demonstrate their learning. Students could even create and publish a podcast. These assignment options would also give other students the opportunity to engage, interact with other students, and learn from their peers. Finally, at the highest level, redefinition, teachers and students would utilize technology to create projects that would not be possible without technology. An example of this level would be utilizing design software and printing with a 3-D printer.
TPACK
TPACK is a second technology model that stands for Technological Pedagogical Content Knowledge. This framework combines three knowledge areas; the content (what we teach), our pedagogy (how we teach it), and the technology (what tools we use) to meet the needs of our students. These three main areas overlap with one another and form the TPACK model. This framework suggests that we should choose a technology tool based on what we are teaching as well as what research based method (pedagogy) we want to use to teach it. When all three of these areas work together we hit the “sweet spot” and students are able to use technology to reach our desired outcomes. Each lesson and technology use has a different goal in mind and this model allows teachers to select tools that align with those goals.
(Central Rivers AEA, 2021)
What model would work for my district? How would I educate my staff?
While both of these models are successfully used within many districts, of these two models, I feel that the TPACK model would be more widely accepted in my school district. The SAMR model may seem a little more straight forward and simply, I like the TPACK model because it takes into consideration more variables than the SAMR model. With the SAMR framework, it appears that the two lower levels, substitution and augmentation are inferior and not as “good” as the higher levels, modification and redefinition. I think the SAMR model puts pressure on teachers to continue “climbing the ladder” and create lessons that all reach the redefinon level. But the reality is, not all lessons or technology goals can be met at the redefinition level. Depending on the goal, there are strategies and tools that fall into the substitution category and okay! The TPACK model does a great job of taking into consideration not only a technology tool that could be used to enhance a lesson but it also takes into consideration what content knowledge is going to be needed for the lesson as well as effective pedagogy to make the learning accessible. Taking into account all three of these areas allows for teachers to implement technology that is meeting all the needs of our learners instead of just focusing on what is the newest and coolest technology out there.
I think a great way to educate my staff on the TPACK model would be to think about my lesson goal in each of the TPACK sub categories and then select a strategy based on the model itself.
For example:
Content Knowledge (CK): You will need a solid understanding of the TPACK model and be able to answer questions about implementation of the framework.
Pedagogical Knowledge (PK): Think about, how does my staff learn best and what strategies do I need to use to meet their needs as well as the requirements of the lesson I want to teach them. In this case, my teachers learn best in collaborative groups.
Technological Knowledge (TK): What technology tools would be available to my staff and best fit my learning goals? For this training, I want to split teachers into collaborative groups where they will become experts on different sections of the TPACK model, develop examples, and then share with the rest of the staff. Technology tools that may fit these needs include a digital randomized team selection wheel and a collaborative multimedia presentation software such as Google Slides or Prezi.
References:
Central Rivers AEA. (2021, January 12). Integration frameworks. Central Rivers AEA. Retrieved April 3, 2022, from https://www.centralriversaea.org/curriculum/technology-integration/lead/on-the-horizon/integration-frameworks/
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