This week’s readings were so heavy, that my poor little Northern Irish brain was exhausted from reading the acronyms alone! Reading the frameworks was like the Crossfit equivalent to the Open workout 20.3 – where we had to do 21-15-9 reps of 315lbs, intersected with 21-15-9 handstand push-ups. At least in the Crossfit workout, we had the option to reduce the weight, and there was a time cap of 9 minutes! COETAIL and Crossfit analogies aside, let’s get to unpacking these frameworks.
What is Tech Integration?
This is surely a conundrum in each and every school, as there are simply so many different variables to consider. Moreover, having worked in schools and educational technology for 15 years now, it is still not fully understood by admin; although I have to say, and I hope not in a sycophantic way, that my current principal understands this and has fully embraced the concept of tech integration.
There is also a wide range of variables, or many parts to the machine, which we must understand before defining the role, such as:
- Which country is the school in re-access to open and free internet?
- The demographics of the student population?
- Is it a BYOD school?
- Is the network infrastructure capable of supporting wide school tech integration?
- Are faculty and admin open to change, and the constant need to adapt?
- Level of enthusiasm, knowledge, and personality of the people facilitating tech integration; including faculty and families?
I have named but a few, but I do come back to these on a regular basis, to try and keep myself grounded. And unlike machines, they do not always need to work together in perfect harmony.
So, how to sum up tech integration? Maybe it looks like this:
“Students are willing to learn new things, collaborate with one another, and take risks with technology to increase their understanding of this rapidly changing world.”
And there, of course, there is the question of what does a tech integrator look like? I did find it amusing that Kim Cofino’s colleague said his goal is to “work himself out of a job” as I did say something very similar to my current principal* But perhaps I could sum up what a tech integration looks like?
*I said, “if I am doing my job successfully, teachers and students will not need me to come into lessons as they will know all there is to know about tech integration.“
Same Same but Different – Frameworks
The main goal of an educational framework is to support learning – so I suppose I should use this as a starting point when it comes to similarities. Furthermore, in terms of how the frameworks of both SAMR and TIM are structured, they clearly build upon each other, with each level of framework becoming increasingly difficult, much like the levels in a computer game getting more and more difficult as the user progresses through.
TPACK, also has similarities in this area too, as the Venn diagram clearly shows that the goal is to combine technology, pedagogical, and content into a superhuman learning machine. I think out of the three, this is the most organic and the most well-rounded. Even the mere mention of pedagogy and content reverberates to something much more encompassing!
Let me give you an example, using all three frameworks. In the SAMR model, we begin with Substitution. This looks like an (offline) PowerPoint in the classroom, used to prepare a presentation of a given compound in a science lesson. Now if we then add the functionality of the features of any presentation software/app like spell checking, formatting changes plus maybe a little extension called Grammarly, then we moved onto the next level of Augmentation. As we progress to Modification and Redefinition, with the integrated features on offer, something like Google Slides, come into play, such as students being able to collaborate with not only peers in the classroom, but their families, friends, and new students and educators across the globe (TIM – Collaborative Transformation). Other Redefined features include; using the explore feature to find new material and embedding files from outside of Google Slides, into the presentation. Publishing the content onto a blog and getting feedback.
Garnering new knowledge and points of view, something that would have been inconceivable just a few years ago. Moreover, knowing all of these technical aspects of Google Slides requires some firm technological content knowledge (TPACK).
Out of the three frameworks suggested here, I do like SAMR (check out my QR code lesson for a Modification example) for its simplicity and openness to interpretation. It feels less constricted, a little MYP perhaps, than the other two. Having said that, I will use the delightful rubric of the TIM Matrix for advice; whilst all the while keeping a watchful eye on TPACK…
Reflect and Move On Meaningfully
Back when I taught in the UK, my technology teaching looked a little like this in the TIM Matrix.
| Entry | Adoption | Adaption | Infusion | Transformation | |
| Active | X | ||||
| Collaborative | X | ||||
| Constructive | X | ||||
| Authentic | X | ||||
| Goal-Directed | X |
This was mostly down to the pressure of getting results for GCSEs. We focussed too much on how to use software rather than how to integrate it. Ultimately this leads to a lot of student projects looking very similar, but they were safely guaranteed a good grade. I think that I was also conditioned not to take too many risks with new technology back then – which is an awful shame now when I think about it.
Risk Taker
Nowadays I take, I sometimes, too many risks. This is in part down to the lack of government top-down directives and an open and positive admin team. And you know something, it is going blisteringly well! And to top it off, my role as a tech integrator/coordinator fits our school mission like a glove; “To develop inquiring, knowledgeable and caring learners who contribute positively to their communities.” As an example, our digital citizenship program aims to guide our students to contribute positively to their online communities.
To pinch an idea from the 2 Sigma Shift on computer use effect, I have just recently collected feedback on any lessons in which I am going into support tech integration so that I can improve my practice. Reflection plays a huge role in learning and improving our practice, ignore it at your peril!
Even as I type this blog, I have thought of an idea of how to SAMR(ise) Digital Citizenship learning for my Grade 6 students. They are in the final stages of completing their DQ World, an awesome online platform to upskill yourself and your students in 21st-century digital citizenship skills. The website certainly allows for the Augmentation of acquiring new knowledge, but there is little beyond this.
So how can I provide an opportunity to move up into Modification and Redefinition?
Well for starters I will ask our students to design a two-slide presentation summarising the 8 key skills (CARP principles applied), using PowerPoint 365; so that they collaborate and work together to produce something meaningful. Furthermore, I will organize an asynchronous learning opportunity using Flipgrid based on the question “How am I using my DQ World skills to become a better Digital Citizen”; they can also use their slides as a visual aid. We will then invite one of the other schools participating in the DQ World program to respond to our students’ videos and vice versa. I envisage a wonderful opportunity to genuinely participate in meaningful learning!
Long live frameworks.