Frameworks for Technological Integration

Theoretical frameworks are systems of guidelines and standards that can help you design lesson plans
and curricula.

There are a variety of frameworks for technological integration that can help an educator or school
administrative team incorporate technology into instruction effectively.

FRAMEWORKS/MODELS

SAMR MODELl
A framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom
technology integration. The letters “SAMR” stand for Substitution, Augmentation, Modification, and
Redefinition. The SAMR model was created to share a common language across disciplines as
teachers strive to personalize learning and help students visualize complex concepts. The SAMR
Model can be especially powerful during remote and blended learning when integrated classroom
technology makes teaching and learning a more seamless experience for educators and students.

The SAMR Model consists of four steps:

1. Substitution

Substitution methods allow teachers to free up valuable time and space by replacing paper-based
tasks with digital alternatives. In comparison to printing everything out and stuffing it in a drawer,
digitizing class materials is a more efficient approach to keeping track of data and managing
resources.
For example: Rather than jotting down notes in their notebook, students can type their notes on
word processing software (like Google Docs or Microsoft Word).

2. Augmentation

In the augmented phase, technology contributes to education beyond the obvious ways. Building off
the substitution phase, class content stays the same but is delivered in a new way so that students
can take better advantage of newer digital features in their lessons.

For example: Instead of depending on teacher guidance, students do their own research online.

3. Modification

At this point, SAMR has progressed beyond the “enhancement” phase and into the “transformation”
phase. Here, technology is used to change a student’s mindset and problem-solving strategies, both
inside and outside of the classroom.

For example: Students use Google Docs to draft research reports and share them with their
classmates, discussing the assignment in the Comments section.

4. Redefinition

The last step is a model of how student learning can be transformed via the use of modern,
interconnected technologies. At this stage, students use technology in unusual ways to create
challenging academic tasks that would not exist normally.

For example: Students can connect with people from across the globe and contribute to a better
learning environment.
 R.A.T MODEL
A framework to help teachers integrate technology into the classroom.

1. Technology as Replacement – technology used to replace and, in no way, changed established

instructional practices, student learning processes, or content goals. The technology serves merely as a
different (digital) means to the same instructional end. Typically, all that changes is the medium through
which a well-established purpose is met. Think of: proxy, stand-in, or surrogate.

2. Technology as Amplification – technology increases efficiency, effectiveness, and productivity of

instructional practices, student learning processes, or content goals. The tasks stay fundamentally the
same while the technology extends our capabilities in effectiveness or streamlining. Think of:
enlargement (larger, greater, stronger); addition of detail (fuller, clearer); increase in magnitude; making
louder.

3.Technology as Transformation – technology reinvents aspects of instruction, learning, or curriculum in

new and original ways. For example, new cognitive forms could emerge, new people could be involved,
or new content may be accessible. Think of: alteration, change, conversion, revolution, renovation,
makeover, restructure, reorganize.

To assess a technology’s contribution, one considers an instance of technology use and assesses is
systematically in terms of three broad themes: instructional methods, student learning processes, and
curriculum goals.

TECHNOLOGY INTEGRATION MATRIX (TIM)

- provides a framework for describing and targeting the use of technology to enhance learning.

- includes learning environments.

LEVELS OF TECHNOLOGY INTEGRATION

ENTRY → ADOPTION → ADAPTATION INFUSION → TRANSFORMATION

ENTRY

- begins to use technology to deliver the contents of the curriculum.

ADOPTION

-directs students in the conventional and procedural use of technology.

ADAPTATION

-facilitates students' independent and exploratory use of technology.

INFUSION

- provides the learning context and allows students to choose the tools to use - example: gives the
activity and lets the students choose what technology they'll use.

TRANSFORMATION

- encourages the innovative use of technology to facilitate higher order learning activities that may
not be possible without the use of technology.

LEARNING ENVIRONMENT

ACTIVE → COLLABORATIVE → CONSTRUCTIVE → AUTHENTIC → GOAL-DIRECTED

ACTIVE

- engaged in using technology rather than passively receiving information.

COLLABORATIVE

- using technology tools to work with others rather than working alone.

CONSTRUCTIVE

- using the technology tools to connect new knowledge with prior knowledge rather than passively
receiving information.

AUTHENTIC

- using technology tools to connect learning to real-life rather than having decontextualized
assignments.

GOAL-DIRECTED

- describes the ways in which technology is used to set goals, plan activities, monitor progress, and
evaluate results.

TPACK
A technology integration framework that identifies three types of knowledge instructors need to
combine for successful edtech integration—technological, pedagogical, and content knowledge
(a.k.a. TPACK). The point of TPACK is to understand how to use technology to teach concepts in a
way that enhances student learning experiences.

Strategy through the lens of TPACK, or the center of the model where all primary forms of
knowledge blend together:

Pedagogical Content Knowledge (PCK)

—understanding the best practices for teaching specific content to your specific students.

Technological Content Knowledge (TCK)

—knowing how the digital tools available to you can enhance or transform the content, how it’s
delivered to students, and how your students can interact with it.

Technological Pedagogical Knowledge (TPK)

—understanding how to use your digital tools as a vehicle to the learning outcomes and experiences
you want.

All primary forms of knowledge blend together:

Pedagogical Content Knowledge (PCK)

—understanding the best practices for teaching specific content to your specific students.

Technological Content Knowledge (TCK)

—knowing how the digital tools available to you can enhance or transform the content, how it’s
delivered to students, and how your students can interact with it.

Technological Pedagogical Knowledge (TPK)

—understanding how to use your digital tools as a vehicle to the learning outcomes and experiences
you want.

TRIPLE E FRAMEWORK

Learning First, Technology Second.

A framework for educators to measure how well technology tools integrated into lessons are helping
students engage in, enhance and extend learning goals.

Engagement

- Students participate in active social learning activities focused on learning goals.

Enhancement

- Students learn through technology- rich activities, where technology makes possible learning in new
ways.

Extension

-Students experience a natural connection between school and everyday life through technology use.

Universal Design for Learning (UDL)

- is a way of thinking about teaching and learning that helps give all students an equal opportunity to
succeed. This approach offers flexibility in the ways students access material, engage with it and
show what they know. Developing lesson plans this way helps all kids, but it may be especially
helpful for kids with learning and attention issues.

Three main principles of UDL

UDL is a framework for how to develop lesson plans and assessments that is based on three main
principles:

Representation:

UDL recommends offering information in more than one format. For example, textbooks are primarily
visual. But providing text, audio, video and hands-on learning gives all kids a chance to access the
material in whichever way is best suited to their learning strength.

Action and expression:

UDL suggests giving kids more than one way to interact with the material and to show what they’ve
learned. For example, students might get to choose between taking a pencil-and-paper test, giving
an oral presentation or doing a group project.

Engagement:

UDL encourages teachers to look for multiple ways to motivate students. Letting kids make choices
and giving them assignments that feel relevant to their lives are some examples of how teachers can
sustain students’ interest. Other common strategies include making skillbuilding feel like a game and
creating opportunities for students to get up and move around the classroom.

ADDIE
The acronym “ADDIE” stands for Analyze, Design, Develop, Implement, and Evaluate. It is an
Instructional Design model that has withstood the test of time and use. It is simply a “device” to help us
think through a course’s design.
The design phase deals with learning objectives, assessment instruments, exercises, content, subject
matter analysis, lesson planning and media selection. The design phase should be systematic and
specific.

ANALYSIS

Analyze your situation to understand the gaps you need to fill.

DESIGN

Based on your analysis, make informed decisions to design the best possible learning experience.

DEVELOPMENT

Bring your learning experience to life by building your end-product.

EVALUATION

Evaluate if your learning end-product is effective. Make any necessary updates and cycle back to the
Analysis phase.

IMPLEMENTATION

Distribute your learning end- product to your audience.

Reporters BSED FILIPINO 2A

Segovia, Ma. Joy-Anne M.

Serticio, Mickyla G.