SAMR & TPACK
I heard of
My assumption is that they simply didn’t have the tools, but more likely, I think that IT support doesn’t have the pedagogical pressure or the content knowledge to apply it. This last point is what I think drives the TPACK model better. That is, teachers have the content knowledge and the pedagogical pressure to drive the creativity to efficiently deliver programs but don’t necessarily have the Technology side of things. IT support teachers often have technology knowledge (hopefully! ;-), but don’t have the classroom content/pedagogical pressures to drive change.
One website that I found stated that SAMR was not a ladder. One should be trying to hit the Redefinition stage every time and that you don’t necessarily need to go through the other stages, but use it as an evaluative tool to determine one’s position on the spectrum of technology
There is an interesting criticism of the SAMR model at EdSurge.
I hadn’t heard of TPACK before but I feel this resonates more with me. So many of the teachers I know are good teachers of their subject, (Sciences in my case) representing the Pedagogical – Content Knowledge (PCK), after a number of years. Finding the right tool that helps students learn a concept that is also pedagogically appropriate is not always easy. The market is there for a variety of technologies, but it’s only populated by a few specialized
Khan Acadamy is a great learning tool because the video explanations and the practice questions are specific, detailed and thorough. However, evaluating it based on SAMR and TPACK models, I actually rate it fairly low.
In terms of
Khan Acadamy is pretty good in terms of the TPACK model because it is specific enough to use with certain content and hits all three circles.
With regards to PhET, it can be good at helping teachers achieve a high degree of synergy with regards to TPACK, and it also allows sufficient creativity to help teachers move the learning experience to the Modification and in some instances the Redefinition stages, but this is dependent upon the module.
I notice that I am now evaluating the ability of websites and applications to support the higher levels of SAMR or greater overlap of TPACK. The assumption can never be that the websites / apps alone can replace the educational framework that a teacher builds in a classroom.
In conclusion, I feel that I identify with TPACK more strongly but feel that it is integrated within the SAMR model. In order to achieve a higher level in SAMR, there needs to be suitable technology integration already.
How can one facilitate technology integration when the tech people don’t feel pedagogical pressures and teachers don’t know what tools are out there given that tools’ development happens quickly. Is there a clearing house for these integration tools?