Frameworks for Technology Integration

Technology in the Classroom

As I started doing some research of various technology integration frameworks, there was something to like about all of them! For example, SAMR, Teaching Innovation Progression Chart, and Technology Integration Matrix (TIM) all have clear expectations of moving from a starting point to an end-goal with technology implementation. The Triple E model has a great reflection process and TPACK has deep beliefs in the teacher to student relationship and using that as a springboard of the educating process. Each of these frameworks brings a unique pedagogy to how technology can be integrated into the classroom in a successful way.

SAMR Deep Dive

The acronym SAMR stands for Substitution, Augmentation, Modification, and Redefinition. Substitution and Augmentation fall under the category of using technology as an 'Enhancement;' enhancement of content, creativity, tasks and so on. However, Modification and Redefinition use technology as a 'Transformation' of content, creativity, tasks and so on. Below is a graphic that helps explain the spectrum of SAMR.

Image Source

• Substitution is the initial stage of this model when technology acts as a direct substitute of the content being taught with no functional change to the task. This could be replacing traditional activities like poster charts or paper worksheets with digital versions like apps or created PDFs.
• Examples: using an electric calculator instead of a handheld version, having the dictionary/thesaurus app accessible to students instead of the book version, meeting with students over Zoom or Skype instead of in person

• Augmentation is when technology acts as a direct substitute but now has a functional improvement to the task at hand. At this level, digital enhancements like multimedia and appropriate search engines that allow the students to engage with the content in a way that makes the most sense to them.
• Examples: having a digital library on epic! with books and videos related to a specific topic assigned to the students; gamifying a quiz by using Kahoot! or Socrative; working on a digital concept map that allows text, illustrations, and links

• Modification is allowing technology to significantly redesign the task. Now moving into the 'transformation' phase of this model, how the students are learning begins to shift into an autonomous realm that allows students to participate in discussion, manage work, or seek help on their own terms.
• Examples: creating a learning management system like Google Classroom or Canvas; allowing Zoom's text chatroom to be open so students are given an opportunity to write out questions as to not feel as intrusive or disruptive; having students participate in online forums or email threads

• Redefinition is the final phase of technology allowing for the creation of new tasks, previously inconceivable. Technology has created tasks and activities that were previously impossible in the classroom.
• Examples: students having virtual pen pals with other students or experts in a field; going on virtual field trips like the Great Wall of China, Amazon rainforest, Eiffel tower, etc using tools like Google Earth; having the class write their own blogs for public consumption on Quadblogging

Where am I with SAMR?

As I am working through this framework and researching how it works, I slowly started to realize I may have been using technology in a much more productive way than I had previously thought. I think a good example would be to go through my teaching process of a unit I taught at the end of the 2021-2022 school year on habitats.

• The students are introduced to a habitat (use the desert as an example) with books, an online library, videos, and online quizzes that were all done as a class. Usually accompanied with a reflection component that involved writing and creating an image. On their own time, students would be able to learn more by logging into their epic! account and use the library I set up with educational, leveled books about desert animals, different deserts, etc.
• As a whole group, the class would identify and label the 5 deserts we were learning about on a class map. Next, students would choose a specific desert to research and do so with the other students that chose the same desert. The research was done on a shared iPad and was a chosen read-aloud book or video that allowed students to learn more about the nature and animals in their specific desert. After, students would draw a picture of something they saw in their book/video and it would be displayed next to their desert label on the map. Finally, students could share their finding with the class if they choose. 

                        

Above, students are researching a desert using a non-fiction, read-to-me book on epic!

Author's Images

• To conclude, the class would look on Google Earth to the deserts we have been researching. This allows students to make the connection between what they have been researching on their own and a real-life image of this place on Earth.

As I look at this lesson, I can see the way I used technology both as an enhancement and in a transformative way. Outside of this example, below are some ways I follow the SAMR framework.

• Enhancement
• Using multimodal tools when teaching like epic!, BrainPOP Jr., and youtube
• Having apps on class iPads available for students like Bible App for Kids, Khan Academy Kids and Tinybop
• Subscribing to accounts like GoNoodle and Cosmic Kids to do brain breaks with videos being projected
• Using Zoom to meet with students/parents
• Transformation
• Using Google Earth to explore places in our world in real time
• Using Zoom for virtual field trips in different places in the neighborhood
• Going on virtual interactive tours of places around the world like the Pyramid of Giza, Eiffel tower, and Hawaiian volcanoes

Moving forward with Technology

After reflecting on the content of this science topic and my teaching career overall, I think the footprint technology is leaving in the classroom and the access it gives the students is so important. By making sure students have access to adjacent apps/online resources that are also available in a handheld version allows students to choose which medium works best for their learning style - enhancing how they are learning. Additionally, making students familiar and comfortable with technology as a bridge between what they are learning and how they execute what they have learned. Of course there is a lot of room to grow, but as I look at the SAMR model I can see that making a conscious effort to use technology is allowing students to intake new information in the most versatile way.

Image Source

I have thought a lot about how I have integrated technology into my kindergarten classroom that makes the most sense for such young bodies. Now I am curious if there is an opportunity with technology I am missing. Have you used technology in your ECE classroom that has helped with classwork or presentation of content? Is there a way technology can help with behavior and social/emotional triggers?

References

[SAMR Model Image]. Sharp School. https://cdn5-ss20.sharpschool.com/UserFiles/Servers/Server_219555/Image/Departments/Technology%20Team/Tech%20Tools%20for%20Teachers/SAMR%20Model/samr%20apps.jpg.

SoulPancake. "fun learn GIF" [Digital Image].  (2017). Retrieved from https://media.giphy.com/media/a7NBvg3Ss8UYo/giphy.gif.