Tech integration models

1. Technology Integration Models
Dianne Pappafotopoulos,
District Instructional Technology Specialist,
Dover Sherborn Public Schools

2. Agenda
 Overview of SAMR Model
 Tiers of Tech Integration

3. Identify teaching and learning goals
 What do we want teaching and learning to look like
in our districts? What kind of mobile learning will
help us get there?
 What do we want students to be able to do,
demonstrate, and take with them when they leave
our districts?
 How do we assess technology proficiency for
students and teachers?

4. Student Technology Literacy
In order to guide districts in preparing students for a technology-driven world, the
Department of Education updated its 2001 technology standards for students.
Approved by the Board of Elementary and Secondary Education in 2008, the
Massachusetts Technology Literacy Standards and Expectations define what
students should know and be able to do in order to be considered technologically
literate. The DESE plans to update these standards again. Currently, the technology
standards comprise three broad categories.
 Standard 1 includes proficiency in basic productivity tools as well as a
conceptual understanding of technology systems.
 Standard 2 relates to understanding of ethics and safety issues in using
electronic media.
 Standard 3 asks students to apply a wide range of technology tools to
their learning of the curriculum. The standards recommend that students
learn technology skills within the context of the curriculum, to enhance
their learning of both the technology skills and the subject matter.

5. Additional Guidelines
ISTE –
International
Society for
Technology in
Education
 Standards for Students
 Standards for Teachers
NETP - National
Education
Technology Plan

6. SAMR Model

7. SAMR MODEL – Explained
Dr. Ruben Puentedura, educational consultant
Video: What is SAMR?https://www.youtube.com/watch?v=us0w823KY0g
Substitution
In a substitution level, teachers or students are only using new technology
tools to replace old ones, for instance, using Google Docs to replace
Microsoft Word. The task (writing) is the same but the tools are different.
Augmentation
Though it is a different level, we are still in the substitution mentality but this
time with added functionalities. Again using the example of Google docs,
instead of only writing a document and having to manually save it and share
it with others, Google Docs provides extra services like auto saving, auto
syncing, and auto sharing in the cloud.
Modification
This is the level where technology is being used more effectively not to do the
same task using different tools but to redesign new parts of the task and
transform students learning. An example of this is using the commenting
service in Google Docs, for instance, to collaborate and share feedback on a
given task.
Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would
probably correspond to synthesis and evaluation as being the highest order
thinking skills. Redefinition means that students use technology to create
new tasks. An example of redefinition is when students connect to a
classroom across the world where they would each write a narrative of the
same historical event using the chat and comment section to discuss the
differences, use the voice comments to share thoughts, and then embed this
in the class website.

8. Tiers of Technology Integration into the Classroom Indicator
Based on the State of Washington, Educational Technology_ revised June, 2014
Tier 1: Teacher Focus
on Productivity
Tier 2: Instructional
Presentation
and Student Productivity
Tier 3: Powerful Student-
Centered 21st Century Learning
Environment
Observable
Indicators
This tier focuses on the
teacher using technology
to get their job done.
This tier involves teacher
facilitation of large group learning
activities and student productivity
use of technology.
This tier promotes students to be
actively engaged in using technology
in individual and collaborative
learning activities.
Teachers:
• Locate standards using
electronic tools to align lessons
• Find instructional resources on
the Internet
• Produce, store, and retrieve
learning materials electronically
• Keep/organize student
information, grades more
effectively
• Communicate information to
parents and students via web or
e-mail
• Communicate quickly with e-
mail
Teachers:
• Conduct one-computer classroom lessons
• Deliver presentations with graphics and sound
• Lead students in brainstorming and sharing
ideas
• Represent information visually
• Facilitate group discussions and lessons
• Have students write papers and reports on
assigned topics using computers
• Create scaffolding for student projects
• Facilitate students using technology for
assessment
• Interactively communicate with parents and
students
Teachers enable students to:
• Create and use online resources to facilitate
inquiry
• Engage in inquiry-based projects driven by
essential questions
• Direct their own use of technology
• Communicate and collaborate with teachers and
students through an LMS and Google Apps in
education
• Research, analyze data and problem-solve in a
global context
• Engage in individual or collaborative project-
based learning
• Use modeling and simulations
• Write, develop and publish individual and
collaborative products
• Invent products through programming or
production
• Create scaffolding for their own projects
• Are involved with their parents and teachers in
the analysis of student data and meeting
standards, or participate in developing their own
learning plans
• Initiate communication with parents, teachers,
community members, or other students
Tiers of Integration

9. Next Steps:
 How do we assess where we are in the SAMR model
and to address Standard 3 of the MA Technology
Literacy?
 What are the goals to move from the
“enhancement” stage to the “transformation”
stage?
 Examples of exemplars for each stage.

10. Examples of some apps in education that can
be applied to SAMR Model

11. Sample Tech Integration Goals
 identify tech integration needs in each school,
 create exemplars that identify ways in which
teachers can use technology to support teaching and
learning in the curriculum,
 assist teachers to move towards a more student-
centered learning environment.