A Model for Effective Use of Educational Technology to Transform Learning - TPACK, SAMR/RAT, and Bloom's Taxonomy

Brad Murphy, Head of Technology & Innovation, The Scots School Albury

Brad Murphy, Head of Technology & Innovation, The Scots School Albury

Students learning with, rather than from technology, through pedagogical tools such as the SAMR and RAT models is an important step for teachers to take when designing learning experiences. Below are both of these models side by side, and the author prefers the RAT model for its simplicity, as it replaces the two ‘fuzzy’ middle levels of augmentation and modification with amplification.

Traditionally, most teachers and students do not get beyond the replacement stage where technology is replaced by digitizing the paper version, such as using Google Docs to do the same as a standard word processing app, such as a Word document not shared in the cloud. Cloud-shared word processing such as Google Docs or a Word document shared with a team in the cloud allows for functional improvement, increased efficiency of administration, and group document monitoring resulting in increased student collaborative efficiency. This is an example of amplification, where efficiency and productivity is increased without fundamental change. Transformation is the level where learning is reached in a way that was previously inconceivable. An example of this might be the use of cloud-based apps where students work together and chat synchronously, even when in different locations, to create a webpage or graphic design, such as with Google Sites or Canva.

TPACK is an important pedagogical framework, first devised by Punya Mishra and Matthew Koehler 17 years ago, theorizing how to enhance technology in learning. This pedagogical model is supported by much research evidence and is highly useful for teachers because it provides a language for action and discusses ICT integrative practices. The TPACK model is shown below.

TPACK, along with the RAT concept, is very useful for teachers when choosing ICT strategies.

Pedagogical models must be considered in technology integration to ensure that ICT approaches are not just add-ons but purposeful in student learning. Schools using IT for predominantly office-based word processing have led to poor integration of e-learning into the curriculum.

Web 1.0, 'the static web,' started in 1991 when the first website was made; web 2.0, 'the dynamic web,' started in about 2004, where individuals could easily create, rather than just consume, information through social media and YouTube. Web 3.0 is emerging, where the power is being decentralized from corporates to individuals with artificial intelligence (Virtual Reality, Augmented Reality) and cryptocurrency.

Web 2.0 tools, which have been available for about 20 years now, provide opportunities for students to network socially, share learning with peers and experts, and publish their own creations. Web 2.0 puts students in the center of activities where the way they use technology is more important than the technology itself. An example of using technology at a transformative level, according to the RAT model, would have students evaluate each other’s graphic design pages live in the cloud through an app like Canva, giving feedback to each other and making iterative changes on the fly. As educators, Bloom’s taxonomy is a well-established pedagogical tool. Below is an image inspired by Kathy Schrock’s diagram of SAMR and Bloom’s revised taxonomy (Schrock, 2013) applied to RAT.

Tasks need to be designed to address both higher-order cognitive skills as well as addressing student outcomes, and the use of the TPACK process along with RAT and Bloom's is a robust way of ensuring this.

Practical Challenges of Integrating Web-Based Pedagogies into the Classroom

The practical challenges of ICT pedagogy are varied, including the need for teachers and students to learn its use, issues with software and hardware not working, classroom management, internet filtering, limited periods of time, and quality of connection to networks and the internet.

Technology challenges the traditional student-teacher relationship allowing students more access and control of information formerly only available to the teacher. The introduction of ICT results in an immediate shift in classroom management processes, and these management issues must be mastered before instructional innovation is achieved.

A teacher's priority is maintaining classroom order, and introducing e-learning strategies can often be seen as a threat to this, with it being more of a distraction than a learning aid, especially when things do not work properly or go wrong. This is where teachers need to use TPACK and consider the affordances of any technology they are considering students to use, where monitoring students' progress and keeping them accountable is used to its advantage. For example, many cloud-based apps, like good docs or Canva, allow teachers to monitor individual student and group progress.

Often an issue in group work is ensuring all students share the workload. The use of the 'revision history' in google docs is an excellent way to ensure this happened, providing a novel solution to a persistent pedagogical problem. This, again, is an example of a transformative use of technology, allowing much more effective monitoring of student work.

For students to assume the role of researchers, the teacher must work with the students to create a culture of student involvement with information and each other.

Resistance can come from students themselves, who would rather not change the way they have always done things and do not want to collaborate. Conflicts can arise due to differing interest levels, goals, and communication styles. Some students would rather not use social media and web 2.0 tools, such as school-based forums, to communicate. However, some students who are shy to communicate verbally will share valuable insights in a discussion where they otherwise would not verbally.

The use of computers in the classroom can increase time on task and decrease disruptive behavior. However, this does not happen automatically, and well-planned, scaffolded tasks are needed that include hyperlinks or embedded iframes or similar in the school learning management system are needed to minimize downtime and maximize on-task behavior.

The teacher must also monitor the students ensuring they remain focused on the task by wandering around the room and locating where screens can be seen.

Conclusion

Students need to learn how to learn with technology with independence supported by the teacher. Web 2.0 tools are not a silver bullet, as good pedagogy and instructional strategies are needed to achieve improved student performance. Using pedagogical tools, including TPACK and RAT, underpinned by educational theory, is vital to correctly integrate ICT into teaching and learning.