TPCK and SAMR models

Soon I will be analysing a case study where a teacher effectively integrated technology in a creative and engaging way. I will be referring to the TPCK model and the SAMR model, so I believe it is necessary to explain what these models are about.

TPCK model

Technological Pedagogical Content Knowledge (TPCK or TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. It was developed by Matt Koehler and Punya Mishra. According to this model, there are three main kinds of knowledge that should be present: Content (CK), Pedagogy (PK), and Technology (TK).

Reproduced by permission of the publisher, © 2012 by tpack.org

As it can be seen in the diagram, these three kinds of knowledge form intersections by being combined with one another, originating new kinds of knowledge. You can read more about each of the components of the TPCK model here.

SAMR model

The Substitution Augmentation Modification Redefinition (SAMR) model is another framework that "offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology." It was developed by Ruben Puentedura. The model describes four levels of technology integration according to the degree of student engagement in using the technology in question:

Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)

The idea is to gradually transition from one stage to the other. In order to achieve that, Puentedura proposes asking oneself the following questions:

Substitution:

• What will I gain by replacing the older technology with the new technology?

Substitution to Augmentation:

• Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level?
• How does this feature contribute to my design?

Augmentation to Modification:

• How is the original task being modified?
• Does this modification fundamentally depend upon the new technology?
• How does this modification contribute to my design?

Modification to Redefinition:

• What is the new task?
• Will any portion of the original task be retained?
• How is the new task uniquely made possible by the new technology?
• How does it contribute to my design?