"Technology integration models are theoretical models that are designed to help teachers, researchers, and others in the education field to think about technology integration in meaningful ways" (Ottenbreit-Leftwich & Kimmons, 2020)
It is important to note before beginning to discuss specific models, that there are many models that exist beyond the two that are described below. Other frameworks include the Technology Integration Matrix (TIM) as well as TPACK, RAT, or PICRAT, however, this post is focused solely on the SAMR and Triple E frameworks of technology integration.
The Triple E Framework
The Triple E framework is not often talked about and has only recently been developed in 2011. What sets this framework apart from many others is it's focus on how technology can be used to help students achieve learning goals and meet learning outcomes. In other words, the Triple E framework is designed to help guide educators while they are looking at which technology tools can be used to better support their lessons to ensure learning is actually taking place rather than just exciting their students with technology use. The basis of this framework is three components which give it it's name. The three E's are therefore, engagement, enhancement, and extension. These three E's are put into work after a teacher defines their learning goals as well as select the appropriate tool that will support their students in meeting those set out learning goals.
Now lets take a deeper dive into the three E's:
1) Engagement
- Engagement is all about getting students to engage in the activity without being distracted by the tool. In other words engagement is about using the tool as a support to meet the learning goals and get students interested in the content, instead of just being interested in the tool itself.
- Engagement is also about getting students to be active social learners. This means the students are using the tool to achieve learning goals through interaction with others. Whether it be through exploration with peers, or guided practice from an educator, engagement in the Triple E framework is aimed at getting students to socially engage in the learning process through the use of technology.
2) Enhancement
- Enhancement is all using technology to support learning in a way that traditional methods would not be able to do. It is about adding value to the learning process for each individual student. In this way, the technology should allow students to somehow make personal connection or make the learning more meaningful.
- The Triple E Framework sees technology as enhancing the learning process if it provides scaffolds to aid students in understanding the content they are learning about. Technology is also enhancing if it allows students to demonstrate what they have learned in ways that traditional methods make it difficult to do so.
3) Extension
- Extension relates to using technology to create real-world connections. It aims to have students create a bridge between what is happening outside the four walls of the classroom to what is being taught within those four walls.
- Extension is also related to getting students to develop the skills that will benefit them in their life. In this way, the Triple E framework is looking at how technology can aid students in learning this skills while also meeting the set out learning outcomes.
The SAMR Framework
The SAMR model is much more commonly used and discussed in terms of technology frameworks and education. The SAMR model is set up slightly different than the Triple E model, it is framed around four degrees of technology integration in the classroom instead of focussing specifically on how the tool helps students meet learning outcomes. These four levels also contribute to the name of the SAMR model, the "S" stands for substitution, "A" for augmentation, "M" for modification, and lastly, "R" for redefinition. There are also two larger categories that contain some of these smaller ones, substitution and augmentation make up the enhancement category whereas modification and redefinition make up the transformation category. Enhancement simply means that the technology is slightly enhancing the learning process and adding extra value whereas transformation is where new possibilities are created throughout the learning process because of technology use. Though this model is often thought of as having hierarchical order starting with substitution and moving up towards redefinition, this is not the case in all situations because each lesson may have a more appropriate option. For example, some lessons may only need substitution whereas some lessons may find redefinition most appropriate.
Now let's take a look at each stage on their own:
1) Substitution
- substitution is all about exactly what it sounds like, substituting or trading traditional methods for methods using technology. In this way, there is not much change beyond the integration of technology.
- Some examples of substitution include having students type work instead of handwrite, using online quizzes or worksheets instead of traditional pen and paper, as well as using other platforms such as PowerPoint or Google Slides for notes instead of writing them out on a whiteboard.
2) Augmentation
- Augmentation is a step-up from substitution in that it goes beyond just substituting traditional methods for technology, augmentation uses technology to help students with understanding or to keep them engaged throughout the learning process. In other words, the student experience is enhanced through technology use.
- Some examples of augmentation include students creating oral presentations with an accompanying technology such as PowerPoint. It can also include students conducting their own research on a topic, using tech that gamifies course material, as well as teachers using videos to aid their explanations of content.
3) Modification
- Modification is the step up from augmentation and is also where the transition from enhancement to transformation occurs. In this stage, learning tasks can be redesigned because limitations that would normally exist in a traditional classroom no longer apply to the technology being used..
- Some examples of modification include, the use of Google Docs or Slides where multiply students can collaborate on an assignment at the same time, as well as students produce podcasts or video presentations.
4) Redefinition
- Redefinition is the last of the four tiers in the SAMR model. This stage is about how technology can completely transform the student's experiences throughout the learning process. Student's are given opportunities that they would normally not be able to encounter through the use of traditional methods. Student's are able to use the technology to connect their learning to other places and people from all over the globe.
- Some examples of redefinition include getting students to connect to other students or people from a different area of the world, getting students to publish work online to be viewed by other people by the school environment, as well as taking videos of presentations so students can self and peer assess their work.
Here is a brief video that summarizes the SAMR model nicely.
Use In My Classroom
If I were to use one of these models in my classroom, I would be most interested to try out the Triple E framework. I would be most interested in this model as it aims to not only ensure that technology is being incorporated into the lesson, it also aims to ensure that the technology will in fact support students in meeting the learning outcome. I would be able to choose an app or website for instance and use the framework as a basis when deciding if that technology would be purposeful in using. I could use one of the rubrics, such as the following, to aid my decision and better determine how my chosen tool connects to the learning goals of the lesson. For example, I could choose an app such as GooseChase, an app that gets students to complete missions to earn points. Essentially it is an scavenger hunt app for your phone where the evidence for each mission is either a picture, video, or written text. I as the teacher could make missions for my students to complete relating to whichever subject I am teaching. Maybe, I am using it during a novel study in English and I will get students to use it in reenacting scenes from the novel or to convey their understanding of the theme of the novel. I could look at the rubric and compare the app's use in my class too my learning outcomes. I would then get a sense of if this app is write for my lesson. I think this framework would be the best to use in this case, because it will be quick and easy to fill out the rubric to easily see the benefits or lack of in relation to me learning goals.
Another reason why I would be most interested in using this framework is because it also provides many ideas for instructional strategies that could be utilized alongside the technology to ensure the three E's are hit. These strategies include those such as guided practice or turn and talk for engagement, graphic organizers for enhancement, as well as role playing for extension. This types of strategies as well as many others can be seen in the coaching tool that is often used when teachers are thinking about using this framework in their own classroom.
Overall, I think this framework draws me in for many reasons, but I think the main two reasons are simply due to its relation to learning goals as well as the guidance that is given while trying to implement the model. I love how this framework really has the learning goals in mind. It truly emphasizes that the technology should benefit the students in meeting those goals by not only engaging them but to also relate the content to their own world to create deeper understanding. However, I must admit the main reason I am drawn to this framework, is all of the guidance rubrics and tools I can find online in relation to this tool. As you can see above, I was able to find two printable tools that would help me in using this framework. I think this makes it more appealing to me, a preservice teacher, who has little experience utilizing these types of models. Having some sort of guide is really beneficial in making my use of it less stressful and more understandable. If I can quickly use these types of rubrics, I will be able to quickly determine which types of technology are right for my lesson, and I can then focus on other areas such as other needs of my students, instead of spending so much time trying to implement the model itself.
Resources
Ottenbreit-Leftwich, A. & Kimmons, R. (2020). The K-12 Educational Technology Handbook (1st ed.). EdTech Books. https://edtechbooks.org/k12handbook
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