SAMR and TPACK: Frameworks for Tech in the Classroom

SAMR is a framework for technology integration that was created by Dr. Ruben Puentedura. SAMR is an acronym for “Substitution, Augmentation, Modification, Redefinition”. The SAMR framework represents the spectrum of technology usage in the classroom. At one end, there is substitution, where technology is used as a replacement. This includes using electronic copies of texts or documents, as well as students using virtual presentation tools such as Powerpoint. In a similar fashion, the next rung on the ladder of SAMR is augmentation, which is the replacement of traditional tools with technological ones but with a significant increase in student productivity or capability. Both substitution and augmentation are considered “enhancements” which take traditional teaching up a notch or two.

What comes next in SAMR is the transformation stage, or the top two rungs of the ladder. These steps, modification and redefinition, are when technology provides the students with experiences that previously were not possible.  Let’s take a look at the first level of transformation, modification. While utilizing this level of technology integration, as an educator you would be changing the structure of your lesson and it’s learning outcomes to significantly alter the task to be dependent upon the platform being used. An example is using a cloud-based workspace, such as Googledocs, to collaborate with classmates on an assignment and allow for peer feedback. Finally we reach the top of the SAMR ladder, with redefinition. This step is for technology usage that creates a novel experience for students. Such an activity would be connecting with classrooms from other states to compare and contrast ideas on a common topic, to see what regional differences influence opinion. Even in art classes, redefinition can be used with tools such as Google’s Tilt Brush, virtual reality 3-D painting (Portnoy, 2018).

It is important to remember that this is a spectrum, and the optimal format for every lesson will not always be redefinition. In some cases, substitution is most appropriate choice. The goal of integrating technology is to purposefully alter tasks to create meaningful learning. This framework is useful because it provides some structure on how to design lessons according to the level of technology integration you desire or find appropriate. Though I have not yet taught on my own, I enjoy framework such as SAMR because it creates more understanding on the seemingly overwhelming concept of how to integrate technology in a meaningful way.

TPACK is a technology integration framework that focuses on the balance of technological, pedagogical, and content knowledge that most effectively conveys teacher knowledge to students. This framework is arranged in a venn diagram to show the overlapping areas of the three separate knowledges (Koehler & Mishra, 2009).

Pedagogy, content and technology can be mixed to varying degrees to deliver instruction.  As represented in the TPACK model, pedagogical content knowledge is the process by which teachers interpret content and present it to students in multiple ways, using appropriate instructional materials, etc. Technological content knowledge is the awareness of the relationship between content and technology and the ways they can aid or restrain each other. This helps teachers choose the proper mode of instruction. Technological pedagogical knowledge is an understanding of how choosing certain technologies could influence learning.

At the center of our venn diagram in the TPACK model we find what gives the framework its namesake. At this point, all the previously discussed areas of knowledge meet to create technological pedagogical content knowledge. To teach from TPACK an educator has a full understanding of the interdependence of technology, pedagogy and content.

TPACK shows us as educators how important it is to be intentional with each lesson we teach. After reading though the TPACK framework and description it felt more overwhelming than that of the SAMR because it can be difficult to find such a "perfect balance" which the TPACK appears to suggest.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.

Portnoy, L. (2018, December 27). How SAMR and Tech Can Help Teachers Truly Transform Assessment - EdSurge News. Retrieved February 1, 2019, from https://www.edsurge.com/news/2018-02-01-how-samr-and-tech-can-help-teachers-truly-transform-assessment

Schoology. (n.d.). SAMR Model: A Practical Guide for EdTech Integration. Retrieved February 1, 2019, from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration