Sometimes what we like is not what we would choose. I mean, I love the color eggplant, but I wouldn't choose to dress from head to toe in purple. This is true of technology integration models and frameworks. When I read through the two models and one framework, I initially responded to the TPACK framework. I liked how it considered areas (pedagogical and content knowledge) other than technology that go into creative teaching. After all, technology alone doesn't make one an expert teacher much less a good teacher. Being that I'm a techno-newbie, maybe that's why I gravitated to this framework. But maybe because it's just that--a framework, an overall picture of which technology is but one piece, I can't make this framework my final selection. It's too broad and I'm being asked to choose one that helps me gauge successful technology integration in the classroom. If I'm asked to discuss one which makes the most sense to me in terms of where I am with technology integration and I am being completely honest, then I choose the RAT model.
Why RAT? It is simple and straightforward. I love what the author of "The RAT, SAMR, Transformative Technology, & Occam's Razor" said: "I don't need to wrestle with the distinction between Augmentation and Modification, seriously--is it important?" Amen, brother! The three stages of RAT are much easier for me to use when evaluating where I am with technology integration. Moreover, if I really wanted to, I could easily align RAT to Bloom's Taxonomy just as the SAMR model does. Replacement, Amplification and Transformation is a path I can use to explain where I am and where I need to go.
So where am I on the RAT spectrum? Good question. It's about time I took an honest look at my technology integration. I really think I am in limbo between replacement and amplification. I still use tech, more or less, as a substitution for traditional instructional methods (i.e., use a computer in lieu of writing). Sometimes I may use tech to amplify my replacement methods (Kahoot as an interactive way to progress-monitor IEP goals), but I've only hit that transformation stage in isolated bits--an assignment or activity carefully planned and placed like when my class created a film adaptation of a short story. I have yet to make transformative technology a regular part of the classroom. The good news is that I know I need to do more and, thankfully, this class is giving me the tools to do it.
Why RAT? It is simple and straightforward. I love what the author of "The RAT, SAMR, Transformative Technology, & Occam's Razor" said: "I don't need to wrestle with the distinction between Augmentation and Modification, seriously--is it important?" Amen, brother! The three stages of RAT are much easier for me to use when evaluating where I am with technology integration. Moreover, if I really wanted to, I could easily align RAT to Bloom's Taxonomy just as the SAMR model does. Replacement, Amplification and Transformation is a path I can use to explain where I am and where I need to go.
So where am I on the RAT spectrum? Good question. It's about time I took an honest look at my technology integration. I really think I am in limbo between replacement and amplification. I still use tech, more or less, as a substitution for traditional instructional methods (i.e., use a computer in lieu of writing). Sometimes I may use tech to amplify my replacement methods (Kahoot as an interactive way to progress-monitor IEP goals), but I've only hit that transformation stage in isolated bits--an assignment or activity carefully planned and placed like when my class created a film adaptation of a short story. I have yet to make transformative technology a regular part of the classroom. The good news is that I know I need to do more and, thankfully, this class is giving me the tools to do it.
I could not agree more. At first I was drawn to the TPACK overall framework. It appealed to my sense of balance in the classroom. But it is not a "working" piece. TPACK will help me keep in mind what I need to do globally with my teaching, but RAT is truly the day to day evaluation tool. I love that it provides a simple way to assess what I am presenting and asking others to do.
ReplyDeleteI also think you sound farther along on the scale than you think you are! Everything doesn't need to be transformative with technology. The point is that we are thinking about using it in ways that will provide students with the most valuable outcome. Thanks for sharing your thoughts!
" I have yet to make transformative technology a regular part of the classroom. The good news is that I know I need to do more and, thankfully, this class is giving me the tools to do it."
ReplyDeleteErika, that's okay! You gave an honest assessment of where you are on the RAT spectrum. The more you use technology, the more you'll start using transformative technology on a regular basis.
Hi Erika,
ReplyDeleteThanks so much for sharing and for being so open about your journey with technology. There are always new things for us to learn as teachers and sometimes it can become a bit overwhelming. I think that whatever model we use, I find it has helped to guide my own personal growth. I agree with you that this class has allowed us to explore new tools that we can go back to our classroom with. Good luck!