TECHNOLOGY INTEGRATION FRAMEWORKS & MODELS

Technology Integration Frameworks & Models Curated by Yvonne Carlson (2017)

Technology Integration Model & Framework Images Comments:
Models/Frameworks

1. TPACK Model is unclear lacking simple, precise

http://www.edtechcoach definition and lacks robust way to measure
ing.org/2013/11/ed- it(Brantley-Dias & Ertmer, 2013).
tech-frameworks-why-i- -https://www.researchgate.net/publication/261
dont-use-tpack.html 331689_Goldilocks_and_TPACK.
How do inservice teachers apply this model?
In what ways is it helpful in guiding teacher
thinking when preparing for lessons? Does the
focus on technology pressure use of
technology integration that is forced?
Technology represents the first letter in the
acronym and is given equal weight to the
other teacher knowledges of content and
pedagogy as shown in the image. It does not
specify what activities and methods can be
used to develop TPACK. Developed
assessments only address if they have it or
not, but do not tell how to get it (Brantley-Dias
& Ertmer, 2013). In addition,
TPACK is neutral to the content and methods
to be taught (Spector, Merrill, Elen, & Bishop,
2014).
Brantley-Dias, L., & Etmer, P. (2013). Goldilocks and
TPACK: Is the construct "just right?" Journal of Research
on Technology in Education, 46(2), 103-128.
Spector, Merrill, Elen, & Bishop (2014), Handbook of
research on educational communications and technology.
London

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2. SAMR SAMR seems to have practical surface clarity,

but are the terms meaningful enough for
Substitute teachers to apply them? Will teachers need
Augmentation significant professional development to apply
Modification this model appropriately?
Redefinition http://doverdlc.blogspot.com/2013/06/the-rat-
samr-transformative-technology.html How do
you move ICT use from one end to the other,
from replacement to transformation (RAT), or
from substitution, to redefinition (SAMR)?
http://www.e-ohagan.com/a-critical-review-of-
puenteduras-samr/
Technology is the focus and its effect to impact
learning.
http://www.eschoolnews.com/2015/04/27/samr
-model-problems-842/2/
This model seems to scale the value of
technology integration by how it is being used,
and its effect on the learning.

3. RAT Practical surface clarity similar to the SAMR

http://thinkspace.csu.ed model. RAT is focused on technology and its
u.au/inf536reflections/ impact on learning. The SAMR model may be
a remix of RAT but the A in Rat has the
Amplification section as rendered in the SAMR
model as Modification and Augmentation.

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4. 4-Cs This model looks at skills learners need to

http://projects.upei.ca/e develop as communicators, collaborators,
d626- critical thinkers and creative innovators. This
2015/2015/07/24/4-cs- model lends itself to practical action. To apply
21st-century-skill-for- it to the integration of technology, instructors
success/ consider how they might engage their
students with technology to communicate,
collaborate, use critical thinking and creativity.
This is a Pedagogy- Learner Activity based
model focused on how the learning is
occurring.

5. 4-Tech-Cs The 4-Tech-Cs are practical action driven.

https://thejournal.com/A Learner activity with technology is the focus.
rticles/2015/04/02/The- What the student is doing with the technology
4-Cs-of-Technology- is described as creating, consumpting,
Integration.aspx? curating and connecting. The 4 Cs of
Page=1 Technology Integration see Link:
-Creation i.e. presentation apps & rubrics for
tech-creations.
-Consumption - reading, viewing online info.
-Curation Content Curation Primer.
-Connection - collaborating within and without
the classroom -- i.e. video conferencing with
experts outside the school setting.

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6. Understanding Simple and clearly defined technology

Technology Literacy: A literacy/knowledge (TK) - competency level
Framework for driven model.
Evaluating Educational The focus is on Teacher/Student Technology
Technology Integration Literacy evaluation for TK development and
https://papers.ssrn.com connection to effective technology integration.
/sol3/papers.cfm? How technology literacy (TK) effects
abstract_id=2719035 technology integrations effectiveness.
The purpose of the framework is to help
educators understand, evaluate, and promote
effective technology integration (Davies,
2011).

Davies, R. (2011). Understanding technology literacy: A

framework for evaluating educational technology
integration. TechTrends, 55(5), 45-52.

Teachers with practical wisdom discern effect methods for integrating

technology into their classroom.

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7. PCK = (C<t>P)K This model is clear and simple, knowledge and

https://www.researchga strategy driven, and avoids the need to define
te.net/publication/26133 TPACK subcategories of TK, TPK and TCK
1689_Goldilocks_and_ (Brantley-Dias & Ertmer, 2013). Teacher
TPACK Knowledges CK and PK work together in the
teachers thinking and planning and helps
them choose appropriate uses of technology.

This proposed model is in response to the

TPACK model being overly complex and
unable to adequately define all 7 knowledge
domains. In this model technology is in a
supporting role inside the PCK area. I believe
this may more accurately resemble actual
teacher theory in practice.

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8. 21CL 21CL is clear yet complex, very

http://www.punyamishra comprehensive, addresses strategies, content
.com/wp- and social/emotional skills. The model focuses
content/uploads/2013/0 on student knowledge, skills, behaviors and
7/JDLTE-29-4-127- affective/social skills. To create the model the
Ker.pdf researchers analyzed 15 different 21st century
learning frameworks and fused them into one
single model. They have included Digital/ICT
Literacy with the foundational knowledges.
Teachers can use this model to integrate
technology into meta knowledge and the
humanistic knowledge domains. The Meta
Knowledge lines up with the 4 Cs
communication, collaboration, critical thinking
and creativity but also includes problem
solving and innovation.

9. GM or Generic The GM is simple, but narrow in scope. This

Model model is for a web-based classrooms with
http://www.tandfonline.c online CMC. Facilitation of Online learning
om/doi/pdf/10.1080/147 and discussion through CMC is the focus of
03290802377307 this technology integration model.

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10. pbCONED model. Connectivism learning framework is learner

Based on connectivism focused.1. The learning input is including the
learning theory. Conceptual framework and Motivation. 2. The
http://www.sciencedirec online learning processes are driven
t.com/science/article/pii/ connectivism (Awareness, Connection, and
S1877042813037841 Contribution) within the problem-based
Instructional learning or PBL approach (Problem assigned,
Framework for problem Identify what we need to know, Learn what we
based learning in an dont know, and Apply it to solve the problem).
online context. 3. The learning outcomes consist of
Knowledge, Attitude, and Skill (Figure 1)
(https://doi.org/10.1016/j.sbspro.2013.10.339)
.

Figure 1: pbCONNEC model, the instructional model based on connectivism

learning theory to enhance problem-solving skill in ICT for daily life of higher
education students.

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11. SAMMS SAMMS focuses on the ways technology can

http://doverdlc.blogspot. outperform pencil and paper. By capitalizing
sg/2013/10/a- on these advantages, teachers can effectively
framework-for- use technology in a transformative,
transformational.html redefinition manner..

12. TIM This complex, comprehensive matrix involves

https://fcit.usf.edu/matri 5 levels of technology use and 5 different
x/matrix/ learning environments. The model has
embedded slides that give specific details and
ideas for implementation of each cell in the
matrix. This is thoughtful and user friendly. An
educator can use it as a guide for varying and
understanding the uses of technology for
specific purposes and outcomes.

Learning Environments & Levels of TI

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13. MbS or Model Model-based Strategies is a very practical

based Strategies for method for effective technology integration
Integrating Technology through using 4 approaches to technology
into Teaching learning modes:: Web-based lessons,
https://www.iste.org/doc Multimedia presentations, Telecommuting
s/excerpts/NETTB2- projects, and Online discussions.
excerpt.pdf
Scholarly Conversations taking place online
would fit the Online discussions model.

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14. CBAM Practical model for innovation thinking and

http://www.nas.edu/rise/ problem solving.
backg4a.htm Specific teaching models for planning effective
technology integration

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15. P21 Complex and comprehensive. This model is

http://www.p21.org/our- similar to the synthesis model of the 21CL
work/p21-framework model and also includes the 4 Cs of
communication, collaboration, critical thinking
and creativity. This model expands the
teachers realm from the classroom curriculum
and instruction to also include dealing with
standards and assessments, professional
development and the learning environments.

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16. Golden Circle Simple but provocative, the golden circle

http://www.mrcross.org/2014/ starts in the center with Why we do what we
02/the-golden-circle-applied-
do. By
to-classroom.html ,
http://cperrier.edublogs.org/20 starting with beliefs and values of the teacher
13/06/16/identifying-the-why- and student to establish purpose and
in-education-10-theories-for- motivation for learning the consideration for
educators-to-know-apply-and-
using technology then occurs in the How
share/,
http://enviableworkplace.com/ stage of actions that will help the teacher and
executive-summary-golden- students to realize the Why. The evidence
circle-simon-sinek/ that we have achieved the Why is seen in the
What or the results of how the Why was
brought to life.

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17. Professional This model focuses on how to get teachers to

Development Model make a meaningful change in their technology
integration beliefs, practices and materials.
https://www.slideshare.
net/joanhughes/pivot-
points-for-technology-
integration-tech-
learning-live-austin-
keynote

18. RETTU: Rubric for A lengthy and detailed rubric that is very
Effective Technology comprehensive for covering all the possible
Use ways technology can be integrated into the
http://www.ascd.org/AS work of a teacher, not just instruction.
CD/pdf/journals/ed_lea
d/el201303_johnson_ru
bric.pdf

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19. A Taxonomy of Specific model for developing innovative

Innovation : Looking thinking and making. Each item on the
Understanding taxonomy is linked to the details and practical
Making application for technological application where
https://hbr.org/2014/01/ these are appropriate for the task. This model
a-taxonomy-of- would be a great tool for instructors focused
innovation on teaching problem solving, innovation and
creative thinking skills.

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20. TPWv4.0 This complex model takes the SAMR

The Padagogy Wheel model and fleshes it out with Bloom's
4.0 taxonomy and Dan Pinks Motivation points -
https://cdn.thinglink.me/ autonomy, mastery and purpose. The icons
api/image/6801357667 are of the numerous mobile apps that can be
34536704/1240/10/scal integrated into learning experiences at various
etowidth levels of integration and learning. Action verbs
are listed in the circle following Blooms, then
activities are listed in the next circle. The outer
circle is the SAMR progression of technology
literacy levels.
This is a very complex model but could be a
handy poster to have hanging near ones
computer area when planning lesson as a
good reference for ideas.
This models weakness is in placing apps
in areas when they probably overlap with
many areas due to the many ways users find
to use them. Take the mobile apps as
suggestions and examples but not as
cemented into those domains.

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21. DOK
Depth of Knowledge
http://ahscommoncore.
weebly.com/dok.html

Focus of this model is on the learners depth

of thinking. The teacher asks, what depth of
content knowledge is necessary to be
successful.

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22. LBL or Life Based While lifelong learning is about a

Learning learning continuum and an ongoing
http://lrrpublic.cli.det.ns acquisition of knowledge and skills, life
w.edu.au/lrrSecure/Site based learning is more about the source
s/Web/13289/ezine/yea of learning, acknowledging the persons
r_2006/jul_aug/researc entire learning contribution and
h_lifebased_learning.ht recognizing the different ways in which
m
learning is significant to the individual.
The uniqueness of life based learning is
its specific focus on capability
development in the Knowledge Era and
its contribution to achieving a business
outcome. In other words, lifelong
learning is learning forever and life
based learning is learning from life
(Staron, 2006).

Focused on Vocational Education and Training (VET).

23. iPad device The Technology Infused Classroom

integration plan webpage provides 9 very detailed steps
http://www.hollyclark.or to integrating iPads into the class as a
g/2013/08/15/a- learning enhancement and
practical-guide-for- transformation tool.
teachers-with-ipads-2/

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24. CS Computing skills created by Simon

Computing Skills Haughton and shared on his ICT lessons
http://www.simonhaught plan website. This would be a great
on.co.uk/ict-lessons/ resource for a Technology Specialist to
know when to introduce which skills and
certain ages. This site has his year long
plans for all the age groups.

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25. 7 Cs To get a full view of TPACK the 7 Cs

https://youtu.be/UCFg9 takes the 4 Cs of PK Critical Thinking,
bcW7Bk Communication, Collaboration and
By Joe Ruhl Creativity and add CK Content-focused
and Computing (digital) or TK and then
an addition PK C for Connected.

26. REMIX & 8 The eight elements are Cognitive,

Essential Elements of Cultural, Constructive, Communicative,
Digital Literacies Confident, Creative, Critical, Civic. At
the heart of digital literacies is the
https://youtu.be/A8yQP REMIX. The analogy is to think like the
oTcZ78 periodic table of elements. These are
essential elements but not all the
https://gumroad.com/l/d elements that make up technology
igilit integration. The author is researching
and working on making a table of
technology integration elements as a
knowledge construction artifact.

By Doug Beshaw

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27. ISTE International Society for Technology in

https://www.iste.org/stand Education or ISTE has standards set up
ards/standards/for- to guide teachers and administrators in
students-2016
addition to these standards for students
that are helpful to guide the teacher in
https://www.iste.org/stand
ards/tools-resources lesson planning.
The goal of ISTE standards is to see
that educators are connecting
content knowledge to the learners
digital knowledge and capabilities as
a new and important goal of
teaching in the Digital Age (Sharp,
2014).
Sharp, L. A. (2014). Literacy in the digital age.
Language and Literacy Spectrum, 24, 74-85.
Retrieved from
http://files.eric.ed.gov/fulltext/EJ1034912.pdf

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