Technology Frameworks Learning Group 9

Get Started. It's Free
or sign up with your email address
Technology Frameworks Learning Group 9 by Mind Map: Technology Frameworks Learning Group 9


1.1. Enhancement

1.1.1. Substitution Technology acts as a direct substitute, with no functional change

1.1.2. Augmentation Technology acts as a direct substitute, with functional improvement

1.2. Transformation

1.2.1. Modification Technology allows for significant task redesign

1.2.2. Redefinition Technology allows for the creation of new tasks, previously inconceivable

1.3. SAMR gives teachers the opportunity to tell what levels of technology they are incorporating into their classroom. Through this information, teachers can increase or improve the amount of technology that they use. Each level within SAMR uses a different amount of technology. For example, substitution may have students write a paper on Google Docs or on Microsoft Word. Through augmentation, students use tools such as Google Docs or Microsoft word to conduct research or make creative improvements to their paper. Modification may have students collaborate through an online website together as a class. To “redefine” the use of technology, students may create something like a multimedia project.


2.1. TPACK is the heart of innovative teaching -a technology integration framework

2.2. 3 Areas the apply to TPACK: Technological, Content, and Pedagogical Knowledge

2.2.1. Technological Knowledge (TK) knowledge of the tools that are available Teachers knows how to integrate technology into specific curriculum Content that students can access through technology

2.2.2. Content Knowledge (CK) What you teach facts, concepts, theories

2.2.3. Pedagogical Knowledge (PK) instructional strategies teaching methods assessments

2.2.4. TCK refers to how technology is used in a specific subject for better and longer lasting understanding

2.2.5. PCK is when content knowledge and pedagogical knowledge is combined differentiated learning


3.1. Teachers often teach the same way they were taught and struggle to implement new teaching methods

3.2. PICRAT is a great tool to effectively improve a students knowledge of how to use technology.

3.3. What does PICRAT mean?

3.4. P=Passive. Students are observers, they are bystanders. I=Interactive. Students are active learners and engage. C=Creative. Students are creative. This is the apex of student involvement.

3.5. Combining the two together in different ways makes a Matrix of many different combinations and helps to vastly improve teaching and learning.

3.6. The RAT part refers to the teachers use of technology - traditional practice. The CIP refers to the student relationship to technology.

3.7. R=Replacement. This changes the appearance of the way we teach but the practice itself does not change. A=Amplifying. Using technology to amplify the way we teach can improve the efficiency of the tasks. T=Transforming. This means that we introduce new ways to learn

3.8. Different combinations can include: CR, CA, CT, IR, IA, IT, PR, PA, PT

4. Triple - E

4.1. Triple - E is a framework that measures how well the technology being used in a lesson helps students to meet their learning goals

4.2. Engage

4.2.1. 1. Can students focus on the task with this technology, or is it distracting to them?

4.2.2. 2. Does this technology motivate the students?

4.2.3. 3. Does this technology help students interact with one another?

4.3. Enhance

4.3.1. 1. Does the technology enhance their understanding of the curriculum?

4.3.2. 2. Does this technology help them use scaffolding with other concepts that they have learned?

4.3.3. 3. Does technology create more opportunities for learning that they would not otherwise have?

4.4. Extend

4.4.1. 1. Does the technology give them more opportunities to use this tool outside of the classroom?

4.4.2. 2. Does it create a bridge between everyday learning and real life experiences?

4.4.3. 3. Does the technology allow students to build skills that are applicable to real life situations?