The TPACK framework and the SAMR model work together to teach educators how students can learn and interact with technology, as well as teaching educators how they themselves can benefit and grow from incorporating technology into their classrooms.
First of all, let us discuss the TPACK framework. The approach seeks to combine what teachers know, how they teach, and how technology is used in order to better impact student learning. Previously, the combination of pedagogical knowledge (the art of teaching) with content knowledge (teachers’ knowledge of the content area they teach) was optimal for student learning. However, in the 21st century, technological knowledge became important to student success as well.
Technological knowledge should be combined with the other two areas (pedagogical and content).
TCK (Technological Content Knowledge) refers to how technology is used in the content area of expertise. Technology can help deepen students’ inquiries in a specific discipline.
TPK (Technological Pedagogical Knowledge) is a teacher’s knowledge on how to choose technology for their students. A question to keep in mind whenever you are thinking about what technology to incorporate into a lesson is: What technology will help ease your students’ workload during their inquiry?
Technology is meant to be layered into lessons, not for lessons to be designed specifically for that technology. Otherwise, it is easy to lose track of goals for advancing student learning.
A good video that really breaks down the TPACK framework can be found HERE!
Now to move on to the SAMR model! The SAMR model consists of these levels:
There are four different levels of incorporating technology into classroom lessons: all teachers visit all four levels from time to time. Technology can potentially transform student learning by broadening the audience that students can write for/to/from. They can also use a wider variety of mediums to convey their ideas.
The goal of the SAMR model is to show educators different ways of incorporating technology into the classroom because technology is becoming more prevalent in the times we now live in. Most of the students we teach now and will teach in the future have grown up surrounded with technology. It is imperative that we tap whatever knowledge they have to help them learn the concepts we need to teach.
When lessons are put through the SAMR model, they often became more collaborative and required/developed a wider set of skills.
To help you understand this somewhat confusing model, I have included a lesson that I have done with my students in my classroom, and provided several ways I could have modified it according to the SAMR model.
My students were in Book Clubs at the time, with groups of 4-6 students reading the same novel (they were allowed to choose either a fantasy novel or a mystery novel). One of the activities they had to do with their Book Club was an Inside-Outside Character Analysis, which is exactly how it sounds! Students were tasked to analyze how a character appears to other characters in the story versus how the character sees himself/herself or how their personality truly is. Students were to use adjectives and phrases to describe each character and support these with quotations from the book. Students were also tasked to draw a representation of both the inside and the outside of a character, as well as symbols that they think represent that character.
Here are a couple of samples of what students created using traditional media:
Now let’s put this assignment through the SAMR model!
Substitution: Students can do this assignment online, or by using a computer program like Photoshop.
Two of my students actually did this by utilizing Google Slides and Prezi. Names have been changed to preserve confidentiality.
Augmentation: Create a presentation using interactive media, such as video, music, gifs, etc., to better showcase the student’s understanding of the character.
Modification: Create a Facebook and Twitter page for the character with at least 5 comments/tweets. The Facebook page should show how the character presents himself/herself the world, while the Twitter tweets should show how the character truly is inside.
Redefinition: Using the character’s Facebook or Twitter account, students will respond to each other’s character accounts and form groups according to each other’s worries/likes/dislikes.
Hopefully all the student models I have shown can help you better understand the TPACK framework and the SAMR model and how these, in conjunction with each other, can help you enrich your classroom with the technology of the future. Until next time!
Signing off, the Peachy Teach 🙂