Chapter 15: Exploring the various frameworks of education technology including TPACK, SAMR, Triple E & Technology Integration Matrix

 Chapter 15: Exploring the various frameworks of education technology including TPACK, SAMR, Triple E & Technology Integration Matrix

Date/Time: 30th May 2024 - Thursday 2:55 am & 31st May 2024 - Friday 4:50 am 

This is another interesting post exploring the various technology frameworks that can be used to enhance teaching and learning with technology in the classroom. The post will explore different frameworks these include TPACK, SAMR, Triple E and TIM (Technology Integration Matrix) with examples from classroom practice. The idea of writing a post about the frameworks came from the module 9 of the ISTE online course on exploring ISTE students standards. Educators who work with technology might be aware of the SAMR model by Dr Ruben Pendetura but may not have a detailed insight into the rest of the models. 

Let’s start exploring TPACK , TPACK stands for Technological Pedagogical Content Knowledge. This means that teachers need to have knowledge of the content, the pedagogy and the technology to teach their learners in the classroom. Content here refers to the subject knowledge, the concepts, the topics etc taught in class. This can be a science topic like digestive system or water cycles or plant life cycle etc. Pedagogy refers to the methodology, process of delivering or teaching that content. This can be pair work. Group work, lecture methods, discussions , collaboration etc. Technology refers to the tools that can be used to deliver content, create content , get feedback, create assessments etc. This can be an online presentation created in Google Slides shared with students, who can edit and leave a comment. This can be a quiz created in Kahoot, Quizlet , Google Forms to check prior understanding about a topic or creating a mind map in bubbl.us or mindmeister or Popplet to gather ideas about a new topic etc. Technology can be used here for both teaching and learning. All this assists in effectively and effeciently teaching and learning with technology.

What is important to understand is that teachers or educators have a sound knowledge of all three components i.e. content, pedagogy and technology. If either of the components are missing , the results would not be the same. 

Let’s explore the next framework i.e. SAMR which stands for Substitution, Augmentation, Modification and Redefinition stages. This framework helps educators move learning with technology from enhancement to transformation stage. The first two stages help enhance learning with technology, whereas the remaining two help transform learning with technology. Consider an example of a traditional paper pencil worksheet, instead now students complete an online worksheet where they can complete online and submit online. So they have just substituted the same task using an online tool. If the online worksheet lets the students play at own pace, try several times, receive responses based on some feedback , calculates the score then we have moved  to the augmentation stage (some functional change in task is visible). Consider a task in Khan Academy, students get feedback on tasks, it assists in tasks by sharing prompts to complete tasks, it gives scores and above all it moves the learner automatically to the next level. Newer levels could be assigned to students in the google classroom and a performance report is also generated. So the learning moves from enhancement to transformation stage. 

Another interesting example could be writing a story in Google docs, the story could be recreating a new version of a Cinderella story or Rapunzel or the Red Riding Hood story. Students run a spell and grammar check on their story. Students can insert images or create images using the drawing tool in the insert menu in Google docs. Teacher adds comments after skimming through the content. The teacher the adds other group member who extend the story in the same document. Students from both groups shared ideas about extending story. After proof reading the story is published on the school collaborative forum or social media and is open for comments locally and globally. Students could also choose to read their story in a YouTube live event every week and respond to questions and queries online with assistance from teacher. So the task design here moves from the enhancement stage to the transformation stage. 

Let’s explore the third framework which is Tripple E, which stands for engagement, enhancement and extension. The engagement requires students to interact with the learning goal by remaining focused. This level requires answers to the following three questions:

1. Does the technology allow students to focus on the  tasks or activity with less distraction?

2. Does the technology motivate students to start the learning process?

3. Does the technology cause a shift in the behaviour of the students where they move from passive to active social learners?

For example when students are working on creating an animated story in Scratch. This can be an extended version of the Cinderella, Rapunzel or Red Riding Hood story. Students remain focused because they have to decide the background scenes, the characters, the sound, the code etc and since it is a requirement of their learning goals , they remain focused. Also there are no advertisements or sounds to distract the learners.

Technology keeps them motivated to do the task, they can see their code in action on the screen. They can edit the code and see immediate changes in screen. They are actually interacting with the code. It is not a passive learning experience but an active learning experience. 

Third, technology causes a positive shift in the students behaviour, teacher can assign them to work in pairs or groups of three. Such collaborative work opportunities enhance patience, resilience, cooperation and team building skills among group members. They can take turns to code and revise it while sharing feedback in group.

The next level which is the enhancement in learning requires that the technology use be beyond drill and practice tasks, and it actually results in scaffolding learning. Technology is not just used for technology sake but meaningfully and purposefully. Technology actually helps in understanding a taught concept in more detail with clarity. It requires answers to the following three questions:

1. Does the technology tool aids students in developing or demonstrating a more sophisticated understanding of the content?

2. Does the technology create scaffolds to make it easier to understand concepts or ideas?

3. Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools?

Mind mapping tools like Popplet, Mindmeister, Bubbl.us can be used to demonstrate learning about a concept in ways that is not possible through traditional teaching ways. Students can add as many nodes to their mind map they want, it can saved and downloaded, edited and shared for collaboration among group members. They can insert text, images, and video links too. 

PHET simulations about Math and Science can help students understand complex concepts in simpler ways. The simulations are not static but interactive, the students can change variables and see the immediate impact on the equations. This is far beyond just reading about a concept in a textbook. 

Students can now demonstrate learning in ways that was previously not possible without technology, these include creating videos, documentaries, 3D models, animations, simulations, podcast, blogs, Youtube live events , create adventure stories in Google Forms and much more. Students can reflect on their learning using exit tickets created in Kahoot, write short summaries in Padlet, respond to questions in a Google Form etc.

The third level is the extension level which requires that students be connected to the outside world using technology resources. This has to ensure that learning is relevant , in context and meaningful. This also looks at teaching students soft skills like creativity, critical thinking, social skills, problem solving skills, communication, leadership, productivity etc. This requires answers to the following three questions:

1. Doe technology create opportunities for students to learn outside of their typical school day?

2. Does technology create a bridge between school learning and everyday life experiences?

3. Does technology allow students to build skills that they can use in their everyday lives?

Learning would always make more sense if it is connected to our daily lives and is in context. Students usually get bored of topics that do not connect to their daily lives. To be honest I do not remember using the formulas studied in Chemistry or Math or Physics in my matric class, since I never got to use them in practical life. But if students can connect the learning to their daily life they may be able to not only retain it but apply it in different contexts. For example students can be asked to create a grocery list in Google sheets, add the allocated budget, include costs and expense details. They can use formulas in math to calculates the expenses incurred. They can present the information in a graph form. They could come up with a monthly budget plan for themselves. This is something they would remember. 

Teacher could create an actual shopping store in class and students learn how to purchase, how much to spend in real setting in class. Students can visit the malls or stores with their teacher to see how and where technology is used in grocery stores or shopping malls. They could check the receipt counters, the tags on products, how they are scanned by the technology devices etc. and how the cashiers use the digital devices to calculate the prices. 

Students can connect with a group of learners in another city or country to work collaboratively on a project. This could be learning a second language , students can find groups on penpal. Students can also work collaboratively on some amazing projects on iEARN, these include the Flying Kites projects which talks of peace, tolerance and a vision for future, or the International Book club project which requires students to read different books and share feedback and much more. Students could also use the mystery hangout to connect with a class may be thousand miles away and discuss /share about their cultures. 

Let’s now explore the TIM model that is the technology integration matrix. This model basically categorised a learning environment into five different levels , a learning environment can be an active class, it can be collaborative, it can be constructive, it can be authentic and goal oriented. Therefore it is important that educators understand these different types of the learning environments available to students and teachers. Then there are five different levels of technology integration that are applied to each of the above learning environments. The levels are categorised as entry level, adoption level, adaptation level, infusion level and transformation level. 

An active learning environment is where the students are not sitting receiving information passively but using it actively, they are active participants in the learning process. In a collaborative learning environment they are working together in peers or groups using technology. In a constructive learning environment they are using technology to create something meaningful. In an authentic learning environment they connect learning outside the classroom, the learning is in context, relevant and meaningful. In a goal oriented environment students set their own learning goals, monitor their performance, and progress and reflect on their learning using technology tools.

Now let’s look at the technology integration levels in each of the above learning environments. In an active learning environment at the  entry level , technology use is by the teacher, the teacher may use technology to deliver a lecture or share a video etc. students may not be using technology at this stage. In the adoption level, the teacher is still control of the technology tools and ensures students use the technology as stated. In the adaptation level students have some freedom to explore the technology tools available to them and the teacher this time acts as a facilitator, and encourage exploration of tools rather then hindering the process. In the infusion level students are confident users of technology tools, they can select the most appropriate tool for the stated purpose , students have access to a number of tools, the teacher guides and mentors students use of technology. In the transformation level students can use technology innovatively , they can use technology for developing higher order thinking skills. The teacher role remains as a facilitator , guide and a mentor. She encourages innovative use of technology in class. 

In a collaborative learning environment at the entry stage, students work independently on technology but can collaborate without technology. The teacher encourages individual work with technology. In the adoption level students have some opportunity to use technology to collaborate with others like writing emails but this is limited. The teacher also encourages traditional and limited use of technology for collaboration.

In the adaptation level, students are allowed to use technology for collaboration in traditional ways and teacher also supports the students use of technology for collaboration. In the infusion level, students use technology for collaboration seamlessly and have access to tools for collaboration. The teacher in this setting supports students in using technology for collaboration and assists in selecting the most appropriate tools for collaboration. In the transformation stage, students use technology to connect with experts in the fields, peers from other cultures. The have access to tools that allow for text, audio, video communication. The teacher in this level encourages students collaboration with peers and experts,  looks for opportunities and possibilities to connect and encourages use of technology tools for developing higher order thinking skills.

In a constructivist learning environment, at the entry stage students get information through technology, but they dont use technology. Only the teacher uses technology to share information with the students. In the adoption level, students are allowed to use technology to connect prior knowledge to new knowledge, the teacher though creates opportunities for technology interaction. In the adaptation level, students have access to technology tools for constructing meaning or developing deeper understanding of the taught concept, the teacher facilitates in the learning process and gives students the access to tools. In the infusion level, the students have access to a number of technology tools that can aid in making meaning of the taught concept or develop clarity, the teacher supports students selection of tools and encourages students independence in selecting the most appropriate tools. In the transformation level, students use technology tools in innovative and creative ways to develop understanding and meaning of the taught concepts, they can construct meaning using technology which was not possible without technology. The teacher supports and encourages students use of technology in creative and innovative ways, that lead to the development of higher order thinking skills.

In an authentic learning environment at the entry level , students use technology to do activities that are not linked to real life issues, its not relevant to them. Even the teacher uses the technology to teach concepts that are not linked to real life issues.in the adoption level, students do activities with some links to real life issues but not much. The same applies for teachers , they use technology to create activities that somewhat link to real life concerns but not much. In the adaptation level, students are allowed and can use technology tools for activities that connect with real life concerns or challenges, the teacher also creates activities that make connections with real life concerns, the teacher assists in tools use. 

The students though are allowed to explore most features of technology tools. In the infusion level , student select the most appropriate tools for activities that have links to real life challenges, the teacher also facilitates in this process by encouraging students to use technology tools. The students use the technology tools confidently. They have access to almost all types of information not just textbook information. In the transformation level, students use technology to create activities that require higher order thinking skills and connect with real life, they can do activities that were not possible without the use of technology. The teacher also facilitates and supports students in using technology to do activities that require higher order thinking skills and have links to real life challenges.

In a goal oriented environment, at the entry level, the students receive instructions , directions for tasks, feedback on their activities using technology, the teacher sets the goals for students and monitors their progress. In the adoption level students are allowed to use technology in traditional ways to set goals, or reflect on their learning but this is teacher directed. The teacher selects the tools for students to use for reflection, evaluation, feedback etc. In the adaptation level, the students have access to technology tools to set their learning goals, or targets, or reflect or shared feedback. Though the teacher selects the tools for the above stated purpose , students have some choice to select the tools for setting the learning goals, reflecting, evaluating etc. 

In the infusion stage, students have access to a variety of tools to set their learning goals, reflection, evaluation , feedback etc. The teacher facilitates the students and encourages their voice and choice of tools to accomplish the tasks stated above. In the transformation level, students are empowered and confidently use technology tools to set and achieve their learning goals / targets, monitor their progress and reflect in ways that would not be possible without the use of technology. Teacher supports and encourages the students in using technology in innovative ways to reflect on their learning, monitor their progress, set learning goals etc which would not be possible without technology. Students have access to a diverse collection of technology tools that can be used to complete the tasks stated above. Students take responsibility and ownership of their learning in this level.

I must say that this was a very detailed description and explanation of the various technology frameworks available for assessing and evaluating technology integration in teaching and learning. I would though look forward to exploring TIM technology integration matrix in the next post and sharing examples from classroom practice. The post will provide an in depth insight into the frameworks and I am sure this would be very helpful for all educators who want to do relevant, effective and meaningful work with technology.

Happy reading 🙂

Regards and prayers

Sheeba Ajmal