Different ICT integration models

ICT integration models 1. SAMR Model The SAMR model, developed by Dr. Ruben Puentedura, describes the levels of technology integration in four stages: Substitution, Augmentation, Modification, and Redefinition. • Substitution: Technology acts as a direct substitute for traditional tools without significant functional change. • Augmentation: Technology acts as a substitute but with added enhancements, improving the efficiency or quality of the task. • Modification: Technology allows for significant task redesign and transformation of the learning activity. • Redefinition: Technology allows for the creation of entirely new tasks that were previously inconceivable without it. Application in a lesson: • Introduction: At the beginning of the lesson, you could start by substituting traditional tools with technology (e.g., using a digital whiteboard instead of a chalkboard). • Main Activity: Move to augmentation where you enhance the activity with interactive tools (e.g., using a collaborative online platform like Google Docs for students to co-create content). • Assessment/Reflection: Towards the end of the lesson, move into modification or redefinition, allowing students to engage with new forms of assessment like virtual simulations or creating digital portfolios that were not possible without technology. 2. TPACK Model TPACK (Technological Pedagogical Content Knowledge), developed by Mishra and Koehler, is a framework that emphasizes the intersection of three core types of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). It encourages teachers to integrate these three areas to make informed decisions about technology use. • Content Knowledge (CK): What teachers know about the subject matter. • Pedagogical Knowledge (PK): The methods and processes of teaching and learning. • Technological Knowledge (TK): Knowledge of technology tools and how they can be used effectively in the classroom. Application in a lesson: • Preparation: Before the lesson, teachers should understand the content they will teach (CK), select appropriate pedagogical strategies (PK), and identify relevant technology tools (TK) to enhance learning. • During the Lesson: Teachers should use technology that complements both the content and the teaching methods (e.g., using a video simulation for science content or interactive quizzes for formative assessments). • Reflection: After the lesson, teachers can reflect on how well the technology integrated with the content and pedagogy, considering adjustments for future lessons. 3. ASSURE Model The ASSURE model is a systematic approach for designing, implementing, and evaluating instructional technology use. It stands for Analyze learners, State objectives, Select methods, media, and materials, Utilize media and materials, Require learner participation, and Evaluate and revise. Application in a lesson: • Analyze Learners: Before the lesson, analyze your learners' needs and existing skills with technology, which will inform the type of media or tools you'll use. • State Objectives: Clearly define the learning objectives and how technology will help achieve them. • Select Methods, Media, and Materials: Choose appropriate teaching methods and technology tools that align with the lesson's objectives. • Utilize Media and Materials: Implement the selected tools effectively during the lesson. For example, using a smartboard for visual learners or a simulation for experiential learning. • Require Learner Participation: Ensure that students actively engage with the technology, whether through collaborative projects or interactive activities. • Evaluate and Revise: At the end of the lesson, evaluate the effectiveness of the technology used and make necessary revisions for future lessons. ________________________________________ How These Models Can Be Applied at Each Stage of a Lesson: • Lesson Planning: Use the ASSURE model to analyze learners, set clear objectives, select appropriate technology, and design engaging methods. Consider TPACK to ensure the technology complements the content and pedagogy. Think about how you will use technology at various levels of SAMR (substitute, augment, modify, redefine). • Lesson Delivery: In the introduction and development stages, utilize SAMR to move through the stages of substitution and augmentation, ensuring technology supports the learning process. Use TPACK to adjust pedagogy based on content and technology alignment. • Activity: SAMR enhances the activity by increasing the depth of technology integration from simple substitution to redefined tasks. TPACK ensures content, pedagogy, and technology is aligned to support the activity’s goals. ASSURE provides a systematic approach to planning, delivering, and evaluating the activity with technology. • Assessment and Reflection: Use ASSURE to evaluate how well the technology was used to achieve learning goals. Reflect on the technology integration's impact on student learning and whether the technology used met the desired SAMR level. Adjust teaching strategies based on TPACK for future lessons.