The combination of the TPCK and the SAMR model in our lessons

 

The need to include technology in our lessons is out of discussion nowadays. The main problem teachers face when they have to plan the lessons, apart from choosing the content, is how to present it through technology. 

There are two models that were designed to analyze the inclusion of technologies in the lessons. One of them is the TPCK – Technological pedagogical content knowledge. This one was designed by Mishra and Koehler and its main purpose is to reflect on the type of knowledge that teachers need to know in order to incorporate the TICS in the most convenient and effective way. As we know, managing technological devices, apps, blogs, etc. is very simple for students, however, when it comes to teachers it can be more difficult to learn how to use them and how to use them profitably. Moreover, there are other obstacles that teachers may face such as the costs, the access to the technology or the internet connection and the time that working with technology implies. 

This model centres on the idea that the classrooms require a certain relation between their dynamic, context, pedagogy and technology. Taking into account that every school, classroom, or even every student is different, there will be as many approaches as contexts. According to Kurt S., “No one monolithic combination of content, pedagogy, and edtech will be applicable for every setting, and TPACK leaves room for researchers and practitioners to adapt its framework to different circumstances.” Apart from that, the authors of the model affirm that” teachers simply need to be trained to use technology”

The SAMR model (substitution – augmentation – modification - redefinition), on the other hand, evaluates how teachers and students can actually use the technologies in order to enhance the learning process. This model was designed for Ruben Puentedura and it is a planning tool that helps teachers to design better activities for the students. It consists of four stages, through which the students move according to the type of activity presented by the teacher. The stages go from a basic one that includes a substitution phase, to one stage of redefinition which includes a transformation of the learning process.  According to   Fastiggi W. “the SAMR model is powerful because it enables us to think about how learning can be extended through the use of technology”.  

In my opinion, the TPCK and the SAMR model are both powerful tools that provide examples to teachers and contribute to improving their lessons in terms of including technology. I think that both models can be combined and they, together, will surely help teachers to improve their lessons.

 References:

  Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054

§  Technology for Learners. Will Fastiggi - https://technologyforlearners.com/the-samr-model/