Technology Integration Models and Barriers
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Nair Lacruz
Nair Lacruz<EMAIL_ADDRESS>University of Ontario Institute of Technology
Abstract
As technology integration in the classroom is becoming increasingly popular, it becomes increasingly important to have models or frameworks for educators to use to reflect on that integration. The SAMR model has four levels of integration (substitution, augmentation, modification, and redefinition) that provides a framework or template for educators to gauge their integration levels. The SAMR model is a useful tool to reflect on classroom and institutional technological integration.
Keywords: education, SAMR, technology.
Introduction
Integrating technology into curriculum can be a difficult task, as it requires the educator to align content and technology in a way that allows outcomes to be achieved in a meaningful way for students. As students are becoming more technology savvy, it is requiring educators to keep up with technological advancements and to have the skillset to integrate them into the classroom. According to Tapscott (2009), this ‘Net Generation’ expects and even demands innovation in all areas of their life and education will be no exception. For educators to evaluate their level of integration into the classroom they will need tools to do so as the number of technologies is not the measure that it is needed but the quality of integration that needs to be measured. The SAMR model is a tool that can be used by educators to measure not just the number of technologies being used but also at what level of integration they are being used at in the classroom activities.
Background Information
The section will provide an overview of the SAMR, created by Puentedura (Puentedura, 2003), some criticisms and potential uses for the SAMR model.
Model Overview
The SAMR model was created to help in planning and assessing the levels of technologies used in the classroom (Jacobs-Israel, & Moorefield-Lang, 2013). This model looks to aid teachers, administrators, and educators in examining the use of technology in the classroom (Jacobs-Isreal et al., 2013). Although technology in and of itself cannot be the only guiding principle for curriculum development the SAMR model allows the educator to evaluate the level at which the students are using technology and “…becoming creators of their own knowledge” (Green, 2014, p.18). The model is encouraging that curriculum be created in a way that allows students to also learn the technological skills needed in the 21st century (Hilton, 2016).
The SAMR model is a tool for “…assessing and evaluating technology practices and impacts in the classroom setting” and can be examined at both the student and teachers levels (Kihoza, Zlotnikova, Bada, & Kalegele, 2016, p.108). The hierarchical model is clear and simple to use, allowing the educator to interpret the levels. SAMR is an acronym for substitution, augmentation, modification, and redefinition. The levels substitution and augm