The strength of the TPACK framework is that it clearly outlines and defines the different sections of the framework. Finding out the type of lessons that incorporate technology, pedagogy, and content knowledge are the way to truly incorporate technology into the classroom. If technology is only helping support content knowledge or pedagogical knowledge, then that type of technology may not be best suited for the classroom. The framework also helps serve as a reminder that everything exists within the certain context. As the TPACK website states, “Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching” (http://tpack.org). Each integration of the framework is unique, meaning that there are multiple ways to correctly integrate technology into a particular classroom.
While the TPACK framework provides definitions for each part of the model, I feel that the real weakness of this model lies within the teachers’ interpretation of what constitutes technology knowledge. While the SAMR model shows multiple levels of technology integration, TPACK tends to focus on the integration of any form of technology to suffice meeting the standard. This may lead to only surface-level incorporation of technology by resistant teachers and not offer any real enhancements to the student’s learning.
Reproduced by permission of the publisher, © 2012 by tpack.org
The strength of the SAMR model stems from taking steps to utilize technology to help enhance student learning. As teachers vary in their own technological understandings, they are presented with different levels of technology that will help them teach their students. Our readings highlighted that the SAMR model is bed identified as a swimming pool. Teachers can start by dipping a proverbial toe into technology without feeling overwhelmed. Likewise, more technologically advanced teachers have the option to dive right into the deep end of technological integration if they see fit. I feel that this is a positive to this model because it allows each teacher to learn at their own comfort level before continuing to move forward with technology integration.
Likewise, I feel that this is also a hinderance for the SAMR model as well. Being that some teachers will find a comfort in either the substitution or augmentation portion of the model will fail to grow towards a more advanced form of technology. For example, if a teacher feels comfortable having students read online texts in a PDF format or directly from a website, he/she may not see the value in using an iBook to add notes along with the text such as definitions or historical interpretations of complex text.
CC Instructional Technology, 1 June, 2016
If given the option, I would choose to incorporate the SAMR model for technology integration into the classroom setting. This model serves to apply to teachers at any level with respect to technological aptitude. Teachers can look towards furthering their technology integration through various methods while continuing to work at their own pace without feeling overwhelmed. The true power of the SAMR model lies with its unending pursuit of changing lessons and continuing to integrate new forms of technology. As technology moves forward at a blistering pace, teachers need to continue to stay focused on newer technology trends and constantly update their lessons to incorporate the best types of technology to help enhance student learning.
The other reason that I would opt for the SAMR model stems from the fact that there are multiple levels of technology that can be incorporated within any given lesson plan. While the TPACK model is either a yes or no with respect to technology, the SAMR model allows for technology to be used to substitute (S), augment (A), modify (M), and redefinition (R). Some forms of technology will only serve as a substitution for learning, while others will go above and beyond and actually help redefine the ways that students are able to learn. Technology should be utilized in the SAMR model to best teach students, thus if teachers are confident and comfortable, the redefinition type of technology should be preferred.
Resources:
CC Instructional Technology. (2016, June 01). SAMR Model Infographic. Retrieved from https://www.youtube.com/watch?v=7MD06Dw13n4
TPACK. (n.d.). Retrieved from http://tpack.org/
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