Teach Middle East Magazine Sep - Dec 2020 Issue 1 Volume 8 | Page 33

Sharing Good Practice
is a huge step forward for education.
Links to Bloom’s Taxonomy
Puentedura believed that SAMR
is coupled to Bloom’s Revised
Taxonomy — He claimed that as the
task moves from lower to upper levels
of the taxonomy, it also moves from
lower to upper levels of SAMR. The
two Enhancement levels of SAMR
(Substitution,
Augmentation)
are
associated with the three lower levels
of Bloom (Remember, Understand,
Apply), while the two Transformation
levels
of
SAMR
(Modification,
Redefinition) are associated with
the upper levels of Bloom (Analyze,
Evaluate, Create).
RAT (Replacement,
Amplification, Transformation)
Model
RAT is a simpler and more practical
version of the SAMR model. Compared
to the SAMR model, it avoids the
ambiguity connected with the
difference between the second and
third level; here the two levels are put
together into one AMPLIFICATION
stage.
Critics
Critics of SAMR and RAT have argued
that the models do not provide a true
reflection of learning. They argue that
they should not be treated like a ladder.
They believe that if a teacher seeks to
‘redefine’ or ‘transform’ learning every
time they use technology then it could
actually become a barrier to learning,
rather than the key to unlocking the
upper-levels of Bloom’s Taxonomy.
Some find the models unwieldy or
lacking in substance, and there has
been criticism of their simplicity and
ambiguity.
SAMR and RAT are useful concepts
to inspire thinking about integrating
technology in the classroom, but they
shouldn’t make teachers feel like they
need to hit redefinition every time
to impact on learning. Like any tool,
technology is only as good as the
person using it. Redefinition takes a
lot of skill and expertise, so by asking
each teacher to constantly hit this level
of technology use in their classroom,
there is a risk of intimidating teachers
who aren’t as confident with using
technology and the chances are, they
won’t be too keen to use technology.
Technology use is at its best, when it
is purposeful. When its use is linked
closely to the learning outcomes and
enhances the learning experience.
TPACK (Technological
Pedagogical Content
Knowledge) Framework
they do not necessarily guide the
pedagogical practice. Technology
amplifies
whatever
pedagogical
capacity is already there.
Finally,
the
TPACK
framework
claims that successful integration of
technology into teaching requires
content knowledge (CK), Pedagogical
knowledge (PK), and Technological
knowledge (TK).
TPACK
shows
the
essential
relationships, which need to be
understood and “linked” well to
let technology work properly in
education. At the heart of the TPACK
framework is the complex interplay
of three primary forms of knowledge:
Content (CK), Pedagogy (PK), and
Technology
(TK).
Technological
pedagogical content knowledge
(TPACK) is an understanding that
emerges from interactions between
content, pedagogy, and technology
knowledge. TPACK is the sweet spot
in where technology, pedagogy and
content knowledge combine to deliver
accelerated learning opportunities for
students.
Focus on WHY
Ultimately, however you integrate
technology, the thing that stands out
to me is the importance of starting with
why. Although models, such as SAMR,
RAT and TPACK, can be useful as a
reflective tool or to guide discussions,
Simon Sinek believes that the reason
many of us do not get very far when
we approach a new problem, whether
it be going on a diet, starting a new
business or introducing technology
in the classroom, is because we have
got our priorities all wrong. Too often
the focus of our attention is on what
we need to do. This could be to lose
weight, ship a new product or get
devices into every classroom. All too
often such actions fail to last because
although we think we know what we
need to do, our reason for doing so is
either missing or unclear.
As teachers, we must remain crystal
clear that the whole reason we have
invested time, effort and precious
funds into technology is to have
a positive impact on learning. So,
stay focused on why you are using
the technology. Keep asking: What
improvement will it have on learning
outcomes? What is the goal? And most
importantly, what will the students
gain from using it? If you can answer
those questions, you will be on the
right track to successfully integrating
purposeful learning technology in
your school.
George is an experienced school leader, who is currently the Head of Learning
Technology at the Arbor School. As well as being named a finalist for the Middle
East Education Influencer Award in 2018, he also won the GESS Education
Award, in recognition of Springpad, a digital workbook app, designed to
improve school work-flow and share learning.
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