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Royce Kimmons
Editor’s Note: The following is excerpted and adapted from Dr. Royce Kimmon’s open textbook, K-12 Technology Integration. It is licensed CC BY-SA 3.0.
This excerpted and adapted version can be cited as follows:
Kimmons, R. (2017). K-12 technology frameworks. Adapted from R. Kimmons (2016). K-12 technology integration. PressBooks. In R. West (Ed.), Foundations of Learning and Instructional Design Technology. Retrieved from https://lidtfoundations.pressbooks.com/chapter/k-12-technology-frameworks/
The original work can be cited as follows:
Kimmons, R. (2016). K-12 technology integration. PressBooks. Retrieved from https://k12techintegration.pressbooks.com/
Technology Integration Models
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. There are many, many technology integration models that are used by different groups. Some models are very popular, while some are used by only very small groups of people, and some are very similar to one another, while others are very unique. Rather than provide an exhausting description of each technology integration model, we will provide a brief overview of a few that we believe to be most widely used or valuable to help you begin thinking about technology integration in your classroom. The models we will explore will include the following: TPACK, RAT, SAMR, and PIC-RAT.
TPACK
TPACK is the most commonly used technology integration model amongst educational researchers. The goal of TPACK is to provide educators with a framework that is useful for understanding technology’s role in the educational process. At its heart, TPACK holds that educators deal with three types of core knowledge on a daily basis: content knowledge, pedagogical knowledge, and technological knowledge. Content knowledge is knowledge of one’s content area, such as science, math, or social studies. Pedagogical knowledge is knowledge of how to teach. And technological knowledge is knowledge of how to use technology tools.
These core knowledge domains, however, interact with and build on each other in important and complicated ways. For instance, if you are going to teach kindergarten mathematics, you must understand both mathematics (i.e., content knowledge) and how to teach (i.e., pedagogical knowledge), but you must also understand the relationship between pedagogy and the content area. That is, you must understand how to teach mathematics, which is very different from teaching other subject areas, because the pedagogical strategies you use to teach mathematics will be specific to that content domain. When we merge content knowledge and pedagogical knowledge together, a hybrid domain emerges called pedagogical content knowledge. Pedagogical content knowledge includes knowledge about content and pedagogy, but it also includes the specific knowledge necessary to teach the specified content