Professional Documents
Culture Documents
Using the SAMR Model in Tianjin International School 6th-8th as a framework for Technology
Iliana Lourie
KSU
Capstone Report
ITEC 7500
Spring 2017
SAMR MODEL FOR TECHNOLOGY INTEGRATION 2
Capstone B Report
Setting/Context
international school located in Tianjin, China. TIS provides a North American college
Western Association of Schools and Colleges (WASC). This association ensures goals for
student learning are appropriately met. A visiting committee evaluates the school every six
years. The language of instruction is English and students receive Chinese as a second
language instruction in their regular day. Student population in the school is made up of
different nationalities including 57% Korean, 20 % U.S. American, and the remaining 23% of
various other nationalities. This project focused on the Middle School student population of
approximately 110 students. Class sizes in the Middle School range between fifteen to
twenty-two students, with support services including English Services and Special Education.
The focus on the Middle Grades agrees with Wilson & Alanizs (2015) notion that even
segments of the school staff can collectively increase the climate collegiality if they become
Students in grades 3 to 6 received iPads for classroom use in 2014 and currently
students in grade 7th have access to two school-provided devices, including a MacBook and
an iPad. Finally, the school evaluated, and adopted a learning management system in an
effort to provide blended learning environment for their students. These are all tools and
resources that can be utilized to engage students in their learning activities and improve
student learning.
SAMR MODEL FOR TECHNOLOGY INTEGRATION 3
Capstone Experience
The problem TIS faced involved setting goals to establish norms and expectations in
technology in the classroom. Part of the problem also presumed a need for a systematic
process in which the school could evaluate instructional strategies and assessment methods.
This process was initiated with a single division in the school that encompassed Middle
Grades (grade 6th through grade 8th). This initial process included 14 teachers in all core
subject areas, including English, Mathematics, Science, Social Studies, and Chinese. As it
was stated in the proposal, different frameworks were implemented in order to introduce a
common language that would serve as the foundation of instruction and coaching. Sheninger
(2016) also emphasizes the importance of reliable learning frameworks to successfully embed
and fully optimize technology. This was accomplished by introducing the Technological
Bishop and Mickey McFetridge based on the SAMR Model and the Florida Center for
The researcher initially took advantage of an online workshop created for the
Professional Learning and Technology Innovation course in hopes that it would introduce
teachers to the SAMR model and TPACK framework and establish common language.
However, due to the timing of the distribution of the workshop, only two members of the
Middle School Division staff participated in it. Consequently, it was evident that a face-to-
strategies for technology integration. The researcher then completed a condensed version of
the online workshop to present to teachers in order to familiarize them with the approaches
the school would take for technology integration (see Figure 1).
SAMR MODEL FOR TECHNOLOGY INTEGRATION 4
Figure 1. SMAR. This figure illustrates the summarized presentation of the elements of
During pre-planning, the researcher was introduced to the faculty as the Middle
School technology coach that would work alongside the Information Technology
department to move in the direction of meeting the schools technology goal. In the first
divisional meeting, the researcher was able to introduce the TPACK as the framework that
allows educators to identify the knowledge they need to have to effectively integrate
describing the importance of the SAMR model as staff members of TIS. This was an
SAMR MODEL FOR TECHNOLOGY INTEGRATION 5
impactful time in which many teachers became aware of our schools technology goal for
the first time and the role the SAMR model plays in it. During this meeting, all Middle
School teachers were highly encouraged to set up a meeting with the researcher to
Integration Survey prior to the meeting in order to establish their Level of Technology
Integration as well as their specific needs. Out of the fourteen teachers in Middle School,
eight set up a meeting and participated in the survey. The remainder of the teachers were
primarily new staff who are still working through the transition process and would sign up
at a later time. The results from the survey are in accordance with those of Guzey &
Roehrig (2017) in which they found that the primary reasons preventing educators from
incorporating technology in teaching are lack of time and support, among others (see
Appendix A).
Prior to any meetings for peer-coaching, the researcher met with the administrators
programs that can provide ongoing support. It was established that in addition to the peer
coaching that would take place in the Middle School division, the researcher would take part
in the leadership of additional professional development in the form of short workshops for
the entire school. The purpose of the workshop professional development was to increase
awareness and interest throughout the school and to establish the role of the researcher in
Meetings in order to determine the specific needs of the teachers. Teachers were requested
to meet with the researcher at least three weeks before they would need to implement the
strategy the researcher would share in order to provide ample time for research. During these
preliminary meetings, key questions were addressed using the Collaboration Planning Form
(see Appendix B). Some of these questions included adaptations of those suggested by
SAMR MODEL FOR TECHNOLOGY INTEGRATION 6
Hampton High School (2015) in their Edutopia article, which allowed the researcher to give
direction on the best tools and practices that would enhance the lesson or unit for the teacher.
successful peer-coaching.
In which SAMR sate do you see this lesson or unit? Where would you like to take it?
Following each of the eight Teacher Collaboration Meetings, which took place between
late August and mid-January, the researcher spent time exploring specific strategies and
resources that would be relevant to teachers in their quest to enhance the units or lessons they
would be working on. This research, along with the professional development workshop lead
by the researcher, resulted in variety of tools and resources that allowed teachers to
implement technology in the classroom in order to meet their specific needs and goals. These
After presenting these resources and tools to teachers, the researcher observed those teachers
who were able to implement them in their classroom promptly after the collaborating
meeting. Additionally, those teachers that implemented the strategies proposed by the
researcher were able to discuss the challenges and limitations and brainstorm possible
modifications. Conversely, teachers who had planned to implement after the conclusion of
One of the major obstacles that the researcher faced was the current teacher workload.
Due to the schools recent evaluation, administrators are actively seeking to meet the school-
wide established goals. This translates into various professional development initiatives that
place high demands on teachers. In order to overcome these obstacles, it was important for
the researcher to have a flexible schedule for teachers and to make sure the initial meetings
were relevant to them and did not pose additional work. Because of the researchers current
during the day that would allow her to meet with other teachers or observe their classroom.
The researcher was able to overcome lack of time for meeting by making herself available
after school, which allowed teachers to meet to discuss goals and expectations. However,
because of overlapping teaching times, observations were much more challenging which
resulted in only one observation. This was also the result of teacher implementation not
According to Beglau et. al. (2011) in a peer-coaching model, a teachers needs drive
and shape collaboration between teacher and coach. This is what makes this type of model
successful and it implies teachers choice and desire for the coaching relationship. The initial
intent of this capstone project was to establish a relationship among colleagues in order to
integrate technology through collaboration focusing on precise and valuable needs. Initially,
However, as the project progressed, administrators decided to deviate and make these
meetings a requirement. A challenge emerged for the researcher with this decision because it
changed the necessary interaction of collaboration and interdependence between coach and
teacher to one of complete dependence on the coach. This barrier was difficult to overcome
in its totality, but it was not as evident towards the end of the project implementation.
Finally, as the researcher deviated from the original sole role of Middle School
technology coach to the additional role of workshop leader and presenter, the time constraints
were even greater. Moreover, the initial workshop was limited by lack of choice or
customization for teachers diverse needs. However, this workshop did serve to establish the
Based on the Integration Debrief survey and the Workshop Feedback, the initiatives
catalysts for diffusion of strategies for technology integration. Using a scale of 1 to 5, with 5
being the highest level of agreement, 25% of the teachers who participated in peer-coaching
in the Middle School division answered 5 when asked if they would collaborate again in
another unit or lesson, while 50% of them chose a value of 4, and 25% a value of 3. This
indicates teachers positive disposition toward this type of professional development. (See
indicated an average level of interest. The feedback was measured using a scale of 1 to 5,
where 5 indicated that teachers learned a lot of useful information, teachers ranked each
workshop session at 3.69, 3.82, 2.70, and 2.63, which reveals there is room for improvement
Debrief provided valuable information about further meetings as well as meetings with other
colleagues. Seventy-five percent of the teachers indicated that the area of focus in which they
need more instructional coaching would be in authentic learning. This is sometimes difficult
living in an expatriate community, but technology certainly proved to be a great solution for
this authentic student-learning problem. The results also indicate that teachers appreciate the
time the instructional coach invested in finding relevant resources to meet their specific
standards. Finally, 37% of the peer-coaching participants indicated that they would like to
receive support in the technology implementation of their refined unit. (see Appendix E).
The researcher was able to coach only two of her colleagues through all the stages of
the Peer-Ed Model as outlined by Beglau et. al. (2011). These stages include assessing,
setting goals, implementing activities, analyzing and debriefing. As stated by Guzey (2017),
the reflection piece in technology integration is a key element that allows teachers to
SAMR MODEL FOR TECHNOLOGY INTEGRATION 10
internalize its use and sustain this integration in their teaching practice. From the
conversations with the teachers that experienced the entirety of the model, the researcher can
infer that the 37% of the participants that indicated they needed support with implementation
were those who were able to experience the whole process and viewed it as valuable.
Therefore, it is critical for successful and sustained implementation of technology, that the
researchers ensure that the teachers who have not implemented their technology enhanced
the Hanover Research (Professional Development for Technology Integration, 2014 p.4)
immediately usable solutions. Since teachers will be required to attend these teacher-led
workshops, it is important to present clear information about the purpose of the workshop,
the specific strategies, resources or tools that will be addressed, as well as targeted grade
levels and content areas. This will allow teachers to make an informed choice that will add
With the success of peer-coaching in the Middle School division, it is likely that other
divisions will follow suit. The ability of the participating teachers to identify the SAMR
establishing norms and expectations (see Appendix F). Currently, there is a school-wide
technology facilitator at TIS, but with the wide-spread of content areas and grade levels,
many teachers do not approach him for their technology needs. As teacher leaders emerge,
administration has opened up the conversation for the possibility of part-time positions for
technology coaches throughout the divisions. This would be an adequate utilization of human
SAMR MODEL FOR TECHNOLOGY INTEGRATION 11
and financial resources in the school. As Frazier (2011) concluded, peer coaching offers a
This capstone project provided the researcher a great opportunity to gain better
understanding of the knowledge, skills and dispositions necessary for a technology facilitator
or leader. The scope of the project presented multiple interactions with a variety of
stakeholders through different platforms. This allowed the researcher to experience the wide
of the shared vision. The lessons learned in the Instructional Leadership course were valuable
to address the problem described in the capstone proposal with the administration and
leadership of the school. In order to make a compelling case to the proposed solution to the
the PSC Standard 1. The researcher was able to design, develop, and recommend procedures
and strategies to support implementation of the shared vision for technology implementation
in the school. Because peer-coaching presents a cost-effective option to meet our goals, it
was received as a viable solution. A key element for the researcher to consider during this
initial discussion with administration was the fact that the leadership teams pursuit for
excellence encompassed goals beyond our technology goal. This meant that the coach should
facilitate, whenever possible, strategies what would be suitable for both of the primary goals
in the school. This supports Sheningers (2016) idea of prioritizing instructional excellence
and viewing technology as an effective tool without sacrificing structure, relevance, and
rigor.
SAMR MODEL FOR TECHNOLOGY INTEGRATION 12
environments that would generate a common language among stakeholders. Although not
part of this capstone project, but closely tied to it, the researcher found creating fully online
learning platform for this purpose a rewarding experience. As part of the capstone project this
fully online learning platform had to be adapted to a face-to-face learning platform using
digital tools to support and expand opportunities for professional learning. This, along with
the development of digital content for the workshop led by the researcher and other teacher
leaders, provided opportunities to apply digital design concepts learned through the
Instructional Technology program. It was enriching to utilize what the researcher learned
about online platforms and digital content visual appeal, navigation and flow, cognitive
effectiveness, relevance and quality of resources, and scaffolding. These are all fundamental
aspects of the knowledge, skills, and dispositions to create, support, and manage effective
A crucial component of the capstone proposal was choosing the research design and
selecting participants. Because the total school population is not large at about 400 students,
it was tempting to aim at having a large enough scope to include all divisions. However, as
the researcher explored and studied possible outcomes, this presented many potential issues,
such as lack of familiarity with the learning community or relevant knowledge. Selecting a
smaller sample in which the researcher had spent more time to become familiar proved to be
more effective. This was because a professional community of trust and understanding had
availability of knowledge and purposeful connection with peers as described by Beglau et. al.
(2011).
The researcher found that collaboration with teachers in a one-to-one setting in the
role of instructional coach was an enriching learning experience that addressed many
SAMR MODEL FOR TECHNOLOGY INTEGRATION 13
essential Instructional Technology standards from the PSC. As an instructional coach, the
researchers was able to collaborate with teachers and administrators to select and evaluate
digital tools and resources for accuracy, suitability and compatibility with school technology
infrastructure addressing standard 3.6. Because of the setting of the school and the restrictive
Firewall that exists in our host country, this proved to be a vital component for the successful
learning experiences that aligned with student content standards. This was particularly true
when coaching participants who were able to experience all the stages of Peer-Ed Model as
outlined by Beglau et. al. (2011). Several of the peer-coaching participants requested support
in engaging students in authentic learning experiences. The researcher was able to model and
facilitate the use of digital tools and resources, such as the use of real-time data and global
collaborative platforms. This in conjunction with discussion and brainstorming that occurred
during these meetings for effective classroom management, collaborating learning strategies,
and troubleshooting to maximize the use of the digital tools and resources allowed the
In the collaborating meetings the researcher was able to discuss ways to promote
digital citizenship and responsibility during the learning activities. As the collaborating
teacher and the coach explored various resources, it was important to consider which of them
were public and which had the availability to customize privacy settings. This would allow
the collaborating team to decide what measures would be taken in order to promote safe,
healthy, legal, and ethical uses of digital information among students. Furthermore, as digital
tools and resources were evaluated and selected, discussions about diverse student needs,
enhancing cultural understanding, and increasing global awareness were determining factors.
The researcher learned that having an established partnership relationship was key to guiding
SAMR MODEL FOR TECHNOLOGY INTEGRATION 14
the collaborating teacher through these components of digital tool and resource selection.
This relationship helped the collaborating teachers to shift from perceiving barriers only to
in PSC standard 4 as well as to enhance higher order thinking skills described in element 2.4
among students.
The researchers original choice of learning design was intended to leverage what was
learned throughout the program about allowing educators to be responsible for taking an
active role in selecting and constructing learning designs that facilitate their own learning.
This was the reason the researcher had attempted to persuade administration to allow
the researcher was able to infuse an adequate level of choice in the learning design in order to
promote active learning among teachers. This process involved discussion and dialogue of
each teachers individual goals through choice of standards, area of focus, and SAMR stage
to target. In addition to these experiences, the researcher was able to integrate technology to
development time. Through these experiences the researcher was able to demonstrate the
programs as well and initiate the process of implementation of program evaluations to assess
effectiveness. These are all outlined in elements 5.2 and 5.3 of the PSC standard 5.
researcher engaged in personal learning activities that would further her knowledge, skills,
and dispositions that would contribute to support teachers in meeting their goals. For
example, there were many standards addressed by teachers, which fell outside of the area of
the researchers content expertise. In order to find appropriate tools and resources and
provide adequate support in collaboration, it was essential to explore standards and become
SAMR MODEL FOR TECHNOLOGY INTEGRATION 15
very familiarized with the content in them. In turn, the researcher had to investigate the
current and emerging technologies that would apply to the standards that would improve the
collaborating teacher and her own professional practice. As the researcher concludes this
reflection it is also evident that she is able to reflect and evaluate her professional practice in
order to improve and strengthen her ability. These are all elements that are addressed in
Standard 6.
Recommendations
that has been previously established. If anyone is interested in addressing a similar problem,
the researcher recommends that they make sure this partnership relationship is already in
place if they are expecting immediate results. If this is not possible, it is important that a
researcher allows for sufficient time to develop such community. Initially, the researcher was
discouraged to hear that she would be only working with one division. It seemed as though
innovation diffusion would not occur with such a small group of people. However, she was
able to observe that relationships of trust and understanding lay the foundation for
developed much easier and was more effective when other teachers see the coach as equal.
This could not have been accomplished in a short time if the researcher had entered into a
communication open with administrators. The initial intent to make the collaborating
meetings optional was overturned, which made initial meetings much more challenging. It is
crucial to communicate with administration about the importance of allowing teachers take
part in the choice of professional learning in order to promote active roles among them.
However, if administrators find a need for mandatory meetings for the sake of accountability,
SAMR MODEL FOR TECHNOLOGY INTEGRATION 16
it is important that they still allow a certain level of choice among teachers. Once teachers
engage in the coaching process, one stage that cannot be overlooked is the reflection stage.
Although all participating teachers in this project engaged in some form of reflection, those
that were part of face-to-face debriefing and conversation found peer-coaching most useful.
This cannot be understated. Subsequently, these teachers that observe and experience the
whole process will be able to support and coach other teachers in their areas of expertise.
SAMR MODEL FOR TECHNOLOGY INTEGRATION 17
References
Beglau, M., Craig-Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., Knight, J., &
from https://www.iste.org/resources/product?ID=2157
Frazier, T. (2011). The Effects of Peer Coaching for Technology Integration on Teachers
Guzey, S. S., & Roehrig, G. H. (n.d.). Integrating Educational Technology into the Secondary
http://www.citejournal.org/volume-12/issue-2-12/science/integrating-educational-
from http://www.hanoverresearch.com/2014/07/02/professional-development-for-
technology-integration/
Instructional Coaching: Driving Meaningful Tech Integration. (2015, June 23). Retrieved
driving-meaningful-tech-integration
Sheninger, E. (2016). Uncommon Learning: Creating Schools that work for Kids. Thousand
Oaks,CA: Corwin.
Wilson, D. & Alaniz, K. (2015). Coaching for Technology Integration: A Peer Partnership
https://www.learntechlib.org/p/150580
Appendix A
Results from the Technology Integration Survey supporting the reasons preventing educators
Appendix B
What are the standards? What do the students learn in this unit?
Technology Goal:
Is there a particular problem or dilemma you had in the past with this unit that we might address?
Who?
What?
When?
How?
Other issues discussed (Use probing questions to help the teacher think about the issues with the unit and determine a starting
point for your collaboration):
Appendix C
Results from the Technology Integration Debrief indicating teachers positive disposition
Appendix D
Appendix E
Results from the Technology Integration Debrief indicating the area in which participants
Appendix F
Results from the Technology Integration Debrief showing participants ability to identify