The two models that I have selected for this assignment are the SAMR model and the Technology Integration Matrix (TIM).
SAMR Model
The SAMR model is a framework for integrating technology into education and was developed by Dr. Ruben Puentedura. The SAMR model was created to help educators improve their use of technology in the classroom. The acronym SAMR stands for Substitution, Augmentation, Modification, and Redefinition and each one of these levels is divided into two main categories: Enhancement and Transformation.
Enhancement
Substitution: technology is used to substitute traditional tools with no functional chance (for example, using ebooks to read over physical books.
Augmentation: technology is used to substitute traditional tools but with functional improvements. (for example, using that ebook but having interactive features to enhance the experience such as annotation tools, hyperlinks or embedded videos).
Transformation
Modification: technology allows for significant task redesign such as group work collaborations or real-time collaborative documents.
Redefinition: technology allows for the creation of new tasks that would have not been possible without the technology. For example, students creating online blogs or multimedia presentations to share on YouTube.
Technology Integration Matrix (TIM)
The Technology Integration Matrix is a framework that was developed by the Florida Center for Instructional Technology (FCIT) at the University of South Florida. The matrix was created to support teachers with technology integration and blended learning that would promote active, constructive, collaborative authentic, and goal-directed learning. These five characteristics align with five stages of tech integration: entry, adoption, adaptation, infusion, and transformation to create a matrix of 25 parts each representing a different aspect of technology integration in education.
Click here to read the Experimental Technology Review using the TIM model.
Florida Center for Instructional Technology (n.d.). Technology Integration Matrix. Retrieved from https://fcit.usf.edu/matrix/resources/tim-graphics/
Research and Review
SAMR
Ruben R. Puentedura created the SAMR model in 2006 during his involvement with the Maine Learning Technologies Initiative (Puentedura, 2006). The aim was to inspire educators to greatly improve the quality of technology-integrated education in Maine. The SAMR model is very easy to use and provides a straightforward framework to help educators improve upon their technology integration practices. As noted in the overview, the four levels are divided into two categories and the goal is for educators to advance from the enhancement category into the transformation category. Sometimes, living in the “Enhancement” world is acceptable. There are many situations where technology can be appropriately used as a substitution for traditional tools as well as an enhancement of traditional tools.
In the educational setting, many teachers primarily utilize technology in the Enhancement category. For instance, they might have students substitute handwriting with typing for their papers or use online books instead of physical copies. Most educators would likely agree that these uses of technology make our lives easier. Now, by making only a few adjustments, it is easy to transition this use of technology from Substitution to Augmentation. Offering additional tools like spell-check and grammar-check features, online highlighters for reading, or even digital notepads for annotating text transforms the technology into a functional tool rather than just a substitution.
Now that technology has been around for some time, educators can continue to use technology as Augmentation as appropriate; however, the tools that are available really give educators the ability to live in the Transformation category of the SAMR model. Having access to Google documents provides that Modification of the technology taking it into a collaborative level where students can create projects in real-time, have discussions, problem solve, and edit. Then, just like in the first category, it doesn’t take much to take the technology use from Modification to Redefinition with only a few changes. Students can continue to work collaboratively on projects using technology but in the Redefinition level, students can share their projects with students in other schools, states, or even countries. They can collaborate with each other but also members of the community or students in other locations. They can share material on class blogs or YouTube channels.
Professional Development for educators is the key in implementing the SAMR model into action. Without being exposed to this model and shown how it is used, educators may live in the Enhancement category and never advance into Transformation. In addition, curriculum writers should be aware of the SAMR model so that they can help educators move from the very basic level of substitution to a more advanced level of redefining lessons and activities through technology.
Technology Integration Matrix
The Technology Integration Matrix (TIM) was originally created in 2006 by the Florida Department of Education but was expanded in 2011 to focus more on education. The framework is a complex matrix consisting of five levels of technology integration that are combined with five characteristics of the learning environment to generate 25 different levels of technology use within the educational setting. The five levels of technology integration are: Entry, Adoption, Adaptation, Infusion, and Transformation. The characteristics of the learning environment are: Active Learning, Collaborative Learning, Constructive Learning, Authentic Learning, and Goal-Directed Learning. Educators can use the matrix to not only evaluate themselves and their educational practices but to evaluate tech tools that they incorporate into their classrooms as well.
In the educational setting, Entry level uses of the technology would include things like a teacher presenting using a PowerPoint presentation or introducing students to basic digital tools. Adoption level would include things like teachers using an LMS such as Schoology or Blackboard to organize instructional materials. Adaptation would include interactive or collaborative tools such as Google Docs or Whiteboard. Infusion would include immersive technology such as virtual learning or student directed projects and collaborations. Finally, the Transformation level would take the technology usage outside of the schoolhouse where students would collaborate, create, discuss with students in other states or even countries!
Florida’s Technology Integration Matrix website provides many resources and professional development opportunities for teachers to enhance their ability to provide higher level technology integration into their classrooms. The resources provided also assist educators in how to evaluate technology tools for their effectiveness.
Compare and Contrast: SAMR and TIM
Theoretical Foundations
SAMR
Developed by Dr. Ruben Puentedura, one person, who is an educational researcher known for his work in the field of educational technology.
TIM
Developed by a team of professionals at the Florida Center for Instructional Technology in collaboration with the Florida Department of Technology.
Both models were developed initially in the early 2000s; however, TIM was expanded in 2011 to include more focus on educational applications.
Levels of Integration
SAMR
There are 4 levels of integration of technology: Substitution, Augmentation, Modification, and Redefinition.
TIM
There are 5 levels of integration of technology: Entry, Adoption, Adaptation, Infusion and Transformation but also include five characteristics of learning environments to produce a more specific matrix for educators.
Both models show the progression of basic technology use and how it progresses to a more advanced use of technology. SAMR’s “Enhancement” category aligns with TIM’s Entry, Adoption, and Adaptation and then SAMR’s “Transformation” category aligns with TIM’s Infusion and Transformation.
Teacher Roles
SAMR
More of a reflective model that encourages teachers to progress from the Enhancement to Transformation category.
TIM
Provides more guidance for educators to not only reflect but to evaluate technology tools and programs.
Both models provide a level of progression that teachers can use to evaluate their instruction and use of technology.
Student Engagement and Learning Outcomes
SAMR
The model focuses more on the teacher implementation and less on student engagement or learning outcomes. The framework aims to enhance learning through the transformative use of technology.
TIM
Specifically focuses on five characteristics to ensure student engagement while interacting with technology.
This is a good example of how the TIM model may be a better choice for educators than the SAMR model since it really does a better job at focusing on student engagement and learning outcomes.
Challenges and Limitations
SAMR
Oversimplifies the process of technology integration and it is less specific with regards to how the technology integration applies to specific learning environments.
TIM
May be intimidating due to the matrix structure. It can be heard to read for some educators and may feel overwhelming without proper professional development.
Adaptability
SAMR
Flexible and adaptable to any content or grade level.
TIM
Highly adaptable with clear guidance for various educational learning environments.
Implications for Educational Practice
SAMR
The SAMR model aligns well with Constructivist teaching philosophies that emphasize student-centered learning and active engagement. The framework helps teachers to guide students through the stages to more complex tasks involving technology. However, in the Enhancement Category with Substitution and Augmentation levels, the SAMR model can support a behaviorist approach when technology is used to reinforce existing learning such as using practice software or online textbooks. In addition, SAMR’s two-part categories provides a focus on different learning objectives with lower-order thinking skills in the Enhancement Category with Substitution and Augmentation then higher-order thinking skills in the Transformation Category with Modification and Redefinition. SAMR is very easy to implement into any classroom setting and it is “user” friendly.
TIM
The Technology Integration Matrix aligns really well with Constructivist teaching philosophy as the levels of technology integration provide more details and emphasis on collaboration, authentic learning, and engagement. TIM also aligns with Inquiry-Based Learning since it encourages educators to use technology in more authentic real-world applications. The detailed matrix provides more insight into how educators can use technology to develop critical thinking skills. The Technology Integration Matrix addresses the basic skills and knowledge objectives at the Entry and Adoption levels while it addresses more advanced skills and application through the Adaptation, Infusion, and Transformation levels. While TIM is not as “user friendly” in some respects, with proper professional development and guidance, educators can adapt this matrix to more specific learning environments and situations.
Overall, the Technology Integration Matrix is a far more useful model with more opportunities for reflection, guidance, and growth in the area of technology use in a classroom setting.
Sources
Ruman, M., & Prakasha, G. S. (2017). Application of Technology Integration Matrix (TIM) in teaching and learning of secondary school science subjects. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 22(12), 24-26. e-ISSN: 2279-0837, p-ISSN: 2279-0845.
Welsh, J., Harmes, J. C., & Winkelman, R. (2011). Florida’s Technology Integration Matrix. Principal Leadership.
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Journal of Asynchronous Learning Network, 18(2). Idaho State University.
Blundell, C. N., Mukherjee, M., & Nykvist, S. (2022). A scoping review of the application of the SAMR model in research. Computers and Education Open, 3, 100093.
PowerSchool. (n.d.). SAMR model: A practical guide for K-12 classroom technology integration. PowerSchool. Retrieved June 5, 2024, from https://www.powerschool.com/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/
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