Assignment 3.3 SAMR and TPACK

The SAMR Model

    SAMR is a model created by Dr. Ruben Puentedura to help teachers better integrate technology into their classrooms and teaching (R, 2013). SAMR stands for Substitution, Augmentation, Modification, and Redefinition. Substitution is the lowest level, as it means the teacher simply substitutes a piece of technology for a strategy the teacher already uses, with no functional change (R, 2013). 

    Augmentation is the next highest level because while it still substitutes a strategy with a technological tool, there is a functional improvement from the substitution (R, 2013). Substitution and Augmentation are both types of technology enhancements. 

    The next two levels are considered transformations because they result in total redesigns of tasks or the creation of entirely new tasks (R, 2013). Modification is the third level and it involves using technology to significantly redesign a task or teaching strategy. Redefinition goes even further as it results in the creation of new, previously inconceivable tasks (R, 2013). 

The TPACK Model

    The TPACK model was developed by Mishra and Kohler (2006) and is based on the idea that the technology teachers decide to use in teaching should be based on what we teach (content) and how we teach (pedagogy). Specifically, the TPACK model looks at the overlap between technology and pedagogy (called TPK, Technological Pedagogical Knowledge), technology and content (called TCK, Technological Content Knowledge), and content and pedagogy (called PCK, Pedagogical Content Knowledge) (Central Rivers AEA, 2021)

            PCK is based on the fact that teachers of different subjects use and know how to use specific instructional strategies in their given content area. TPK is the set of skills used by teachers to decide the most appropriate type of technology to use for a determined instructional strategy. Finally, TCK is the set of skills used by teachers to decide the most appropriate type of technology to use to support students' learning of a specific type of content (Central Rivers AEA, 2021). When all three of these areas overlap, its called the “sweet spot”, and is the ultimate goal of TPACK: for teachers to be able to determine the specific piece of technology to use with a specific instructional strategy in order to best teach a specific piece of content (Central Rivers AEA, 2021).    

Reflection

    My colleagues would be more accepting of the SAMR Model because it is already used by our tech leader coaches to help teachers better integrate technology. It does seem to be the easier of the two models to understand, but I think it is limited in its ability to effectively evaluate technology. Conversely, the TPACK model is more robust, but is harder to understand and has a steeper learning curve.

    To help my teachers better implement the SAMR Model, I would use some sort of graphic organizer to explain what each level is, then give specific examples of each. An example of substitution might be using FlipGrid instead of PowerPoint to have students present information to the class (PowerSchool, 2021). An example of augmentation is a student using easy-to-use video editing software to enhance a presentation they are making to the class (PowerSchool, 2021). Modification could be using Canva or some other infographic software to create an advertisement instead of a more traditional presentation (PowerSchool, 2021). Redefinition is the most challenging of the four levels but could involve collaborating on an extended project with other schools or countries via FaceTime/Zoom (PowerSchool, 2021). 

References

Central Rivers AEA. (2021, January 12). Integration frameworks. Central Rivers AEA. Retrieved March 29, 2022, from https://www.centralriversaea.org/curriculum/technology-integration/lead/on-the-horizon/integration-frameworks/

Educatorstechnology. (2013, June 6). SAMR model explained for teachers. Educational Technology and Mobile Learning. Retrieved March 29, 2022, from https://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054

PowerSchool. (2021, April 13). SAMR model: A practical guide for K-12 classroom technology integration. PowerSchool. Retrieved January 10, 2022, from https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/  

R., C. (2013, April 26). SAMR in 120 seconds. [Video]. YouTube. https://www.youtube.com/watch?v=us0w823KY0g