4. Choose Integration Approach
Finally, the fourth step of this process is to identify and use a technology integration approach in your classroom or district. There are a number of models that exist and we include four here: PICRAT, TPACK, RAT, and SAMR. We link to an article describing each model and a short video which explains the approach. Each model has different benefits and drawbacks. Educators should evaluate each and choose one that they believe they could regularly turn to in order to make wise pedagogical decisions about their integration of technology into classes. We find the PICRAT article particularly helpful, as it offers an example of possible arguments for and against different approaches that can help educators critically make their own decisions.
NOTE: Technoethical integration must be combined with instructional decisions which are relevant, responsive, and sustaining for students’ cultural, linguistic, gendered, and racial identities. Educators should draw on the funds of knowledge students bring from their families and communities. Educators should also be conscious of students’ access to, familiarity with, and preferences for technological devices and services. Finally, teachers should consider how technoethical integration decisions align with the larger purposes of schooling, teaching, learning, and education to which they aspire.
-
PICRAT
PICRAT is a technology integration model. PIC (passive, interactive, creative) refers to students’ relationships to technology and RAT (replacement, amplification, transformation) describes the impact of the technology on a teacher’s previous practice.
-
TPACK
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.
-
RAT
RAT (Technology as Replacement, Amplification, Transformation) is an assessment framework for understanding technology’s role in teaching and learning. Tech can be assessed in terms of instructional methods, student learning processes, and curriculum goals.
-
SAMR
The SAMR model of technology integration offers a rnage of options for using education technologies presented in order of their ability to enhance (substitution and augmentation) or transform (modification and redefinition) learning..
Background reading
There have been a lot of articles written about technology integration models, particularly TPACK. We like the the PICRAT model for its simplicity. PICRAT challenges teachers to think about technology integration along two axes: the teacher’s use and the students’ relationship to the technology. The students’ relationship axis asks educators to consider if the student’s role is passive, interactive, or creative. The teacher’s use axis asks one to consider if the technology’s use replaces, amplifies, or transforms what would have been done without the technology. This matrix invites one to consider whether it is effective to bring the technology into the classroom, assuming that activities that fall into the upper-right of the matrix are more effective and impactful. The authors of the article offer their critiques of other models and an argument for theirs. Not everyone will agree with their conclusions, but we believe this article is a good background reading to learn about some of the technology integration approach debates.
Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1), 176-198.