Samurai...Rat Pack…T-what?!

To me, the terms to describe technology integration into the classroom get confusing; however, when push comes to shove, they all have the same goal. Each model of technology integration aims to explain how educators implement tech into the classroom, and defines levels or clusters that describe different types of integration. Three prominent models of technology integration are SAMR, RAT, and TPACK. Prior to this week’s lesson, I was really only familiar with SAMR; this is most likely due to the fact this is what our district has taught us about. With that being said, I’ve always had a difficult time understanding the difference between augmentation and modification. To me, these two levels seem very similar, and yet one is “above the line” while the other is “below the line.” Common Sense Media explain this line as representing when an educator goes beyond enhancing learning and when they are transforming learning (find the video here). While I understand that perspective, I still struggled to see and understand the difference between augmentation and modification. While researching these integration models a bit more, I quickly discovered I related much more to the RAT model. RAT stands for replacement, amplification, and transformation. While these levels are very similar to SAMR (in fact, the graphics are very similar), it is simplified in that the “A” and the “M” become one.  

According to Sean McHugh, replacement means “tech serves merely as a means to the same instructional end,” while amplification means “tech increases efficiency and productivity without fundamental change,” and lastly transformation means “tech allows forms of instruction and learning that were previously inconceivable” (Find McHugh's blog post here). These levels make more sense to me because I can see clearly defined levels.  I also like this model because there is no line. The “line” makes me feel as though if I am not going above it, I must not be teaching well. While within the RAT model, I will still seek to enhance my instruction with activities that were inconceivable without technology, I do not feel as though I am doing a “bad” job if all I have done is increase the efficiency of my students’ learning.

With all of that being said, I do believe that I am firmly within the augmentation level of the RAT model. I do feel like technology has allowed my efficiency to increase and my students have been more productive in and out of the classroom because of it. I have been able to provide them instant feedback, which has allowed them to make immediate changes or reinforce their great work. I believe I originally saw our Chromebooks being a replacement of traditional paper and pencil learning; however, with some professional development and experience I have learned this is not the case. I believe that I have danced, as they say, in the level of transformation. I have taught some lessons that have allowed students to collaborate in ways that would not have been possible before the use of technology. I do not believe, however, that I am not firmly in this level. To be honest, I am not sure how anyone could remain in the transformation level for long. I do believe there  are traditional learning experiences that cannot be taught with the use of technology. It is important for educators to not forget about “what works” and make sure that their use of technology is not moving their students in the wrong direction at times. I suppose this take repeated practice and experience. While I don’t believe you can stay in the transformation level, I do think that it will continue to be a place that I aspire to be in.

PS -- I would like to give a nod to the T-PACK model. T-PACK stands for technological pedagogical content knowledge. This model is much too complicated for me to really feel comfortable explaining and relating to it; however. I do truly appreciate the fact that this is really the only model I felt helped to explain the importance that educators truly understanding and have knowledge about technology in order for it to enhance their teaching. It is when these three types of knowledge come together that we are able to transform learning for students. TPACK's website, http://www.tpack.org, gives great explanations of each individual cluster and what they mean. I included a graphic below with their permission for a quick insight into the model.

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