Introduction to TPACK and SAMR

Introduction to SAMR

SAMR, or the Substitution, Augmentation, Modification, and Redefinition model was created by Dr. Ruben Puentedura, an educational consultant based on the east coast of the United States. The model, which I find to be incredibly useful as a tool of self-reflection, is a way to evaluate the use of technology in your classroom. An easy way to think of it is as a ladder, such as the image below.

Substitution tends to be the base of the ladder, where it is easiest to start. Next, you take a step up to augmentation, where things are starting to change a little bit, probably for the better. After augmentation, you get into modification of the assignment, where there is a lot of change to what you are doing. Finally, you land in the redefinition, where you are doing things that were not possible before.

Think of SAMR as stairs. As you climb further, you should also strive to increase the level of Bloom's Taxonomy. 

Pros of SAMR

SAMR is heavily criticized for various reasons. Like anything, there are two sides to the coin. While SAMR is criticized, I believe that it is an easy, approachable beginning point for our journey. It is something that we can start to evaluate more of. Like anything, too much is a bad thing and we must also begin to broaden our horizon to use other tools. SAMR also partners with Bloom’s Taxonomy more and allows use to use that as a way to evaluate what we are doing.

Cons of SAMR

SAMR is criticized for a number of reasons. In order to be transparent here, I want to make sure that you are aware of some of the issues with SAMR. For starters, there is little peer-evaluated proof that this program works. There is little research and few journals to prove the worth of the program. Another criticism is that SAMR loses sight of the learning. Many argue that we see SAMR being implemented in a way that we see implementation of technology for the sake of the implementation of technology. These criticisms mount and make this a difficult program to take at face value.

How I would like us to use SAMR

SAMR should be partnered with Bloom’s Taxonomy. Bloom’s taxonomy is very well researched, and has been revised recently to adapt to our students. When we examine how SAMR works, think of the ways that we would level up our Bloom’s. That how we should be evaluating with the SAMR model. I think SAMR is a starting point, one that is easy for use to get started with, and it's a place where we can grow from.

Look for ways to bring in Bloom's Taxonomy when examining SAMR. 

Introduction to TPACK

TPACK is another example of model that is designed to measure technology integration in the classroom. This model was developed at Michigan State University with Dr. Matthew J. Koehler and Dr. Punya Mishra. This model is three circles creating a venn diagram that allows us to examine our current use of technology in our classroom. The three domains that it examines are Technology Knowledge, Pedagogical Knowledge, and Content Knowledge. The argument is easy that all three are very important to educating our students for their future.

Reproduced by permission of the publisher, © 2012 by tpack.org

Pros of the TPACK Model

One of the obvious advantages of the TPACK model is that right off the bat, it is calling your pedagogical knowledge. It is essentially asking you to make the best decision possible for our students. Next, it is something that allows you to really focus more on student learning, but also brings in exactly what the students need to learn. This is something that SAMR doesn’t necessarily do. It is great to focus on the learning. It also gives you more levels that you can be working at, allowing for smaller, incremental gains in skills for both staff and teachers.

Cons of the TPACK Model

The TPACK model is more complicated than the SAMR Model. There is more intricacy involved in the model. It is, because of this, can be confusing when first seeing it. It also places many of the circles at the same size, implying that all are equals, which is not always true.

How I Would Like to Use TPACK

I see TPACK as our next level. When we start to focus on moving farther with our technology, we will be having to weigh all aspects. With that said, I would like to be sure to state that we do not always operate in the middle, or TPACK. At times, we will focus in our outer circles, but pedagogy should always drive what we are doing.

Keys to Technology Integration

Keys to Technology Integration

Technology integration can be very frustrating. As we approach this, I want to provide you with three things to keep in mind. First, never stop growing. The growth mindset is essential to our growth as professionals. We must also find a way to demonstrate that with our students as well. We should be constantly providing our students with the opportunities to continue their learning. It is a total mindshift, but it is necessary.

Secondly, remember that we can take baby steps. Leave the giant steps to our astronauts, but remember, we are dealing with people. People are not spacecraft. People thrive on relationships. They also thrive on appropriate pacing. Don’t treat people like a race car to see who can go zero to sixty the fastest. Allow people  to work with you at a pace that is comfortable to them. Will you have a race car? Yes. Will you have a glacier? Yes. Be prepared to differentiate.

Finally, remember that some things are done better without technology. Don’t lose focus on the soft skills. Many employers still seek the soft skills, the group work, and the ability to get along with others. Don’t lose focus on that because you are laptoping a kid to laptop a kid. Be purposeful in what you do and realize that paper, pencil, or small group work might still be the best way to teach certain topics and skills.