Session 3 takes a look at 2 frameworks that have emerged from the research to help understand how and why teachers use technology in their practice.

Substitution Augmentation Modification Redefinition (SAMR)
The SAMR model (Puentedura, 2006) is a model that’s broken into 4 categories which help educators determine their intention when using technology.

  1. Substitution: when technology is used with no functional change –> instead of paper & pencil, a laptop is used to type notes
  2. Augmentation: when technology is used with some functional change –> instead of just typing notes, students use voice-to-text and autosave
  3. Modification: when tech is used with significant functional change –> groups of students share one digital document to co-create class notes, embedding videos, hyperlinks, summarizing key points, and posting questions in the margins using the comment function (there’s an element of social learning)
  4. Redefinition: tech allows for creation of new tasks previously impossible –> students are creating class notes as a digital study guide with interactive elements (quizzes, embedded videos, concept maps, etc.) and they publish it on a class site and share it with students from the rest of the class or another class in the building (there’s a social element AND there’s an authentic audience)

Technological Pedagogical Content Knowledge (TPACK)

The TPACK model (Koehler & Mishra, 2009) looks at 3 characteristics and how they work together to form a model of integrating technology in pedagogy.

  1. Technology: the tool –> What tool will be used to teach that supports the pedagogical strategy that is being used? (Ex. laptop and projector, smartboard, video, etc.)
  2. Pedagogy: the how –> How are you teaching this? What strategies are you using? (Ex. think-pair-share, inquiry, direct instruction, etc.)
  3. Content: the what –> what are you teaching? History, geometry, art, etc.

Here is a link to the Google Doc so you can make your own copy. Please be aware it is licensed under Creative Commons BY-NC-SA 4.0. Individuals are permitted to share, copy, adapt, and redistribute this material for non-commercial purposes, provided that proper credit is given to the author and no endorsement is implied. An example of attribution is “This work was created by Jacqueline Bascombe [@lacurieuseenseignante] and is licensed for use under an Attribution-NonCommercial 4.0 International licence.” 

References

Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Puentedura, R. R. (2006). Learning, Technology, and the SAMR Model: Goals, Processes, and Practice. http://hippasus.com/resources/tte/