SAMR and the EdTech Quintet: A Deeper Dive

30 Pages·2016·6.17 MB·English

SAMR and the EdTech Quintet: A Deeper Dive
Ruben R. Puentedura, Ph.D.
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Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)
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Punya Mishra & Matthew J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge”. Teachers College Record, 108(6). (2006)
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with functional improvement
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Substitution
Tech acts as a direct tool substitute,
with no functional change
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Tech allows for the creation of new tasks,
previously inconceivable
Modification
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o C
Tech allows for significant task redesign g o
a n
d t
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P nt
PCK
PK CK
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TPK TCK
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TK
Tech acts as a direct tool substitute,
with functional improvement
Technology
Substitution
Tech acts as a direct tool substitute,
with no functional change
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Tech allows for the creation of new tasks,
previously inconceivable
Modification
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o C
Tech allows for significant task redesign g o
a n
d t
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P nt
PCK
PK CK
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TPK TCK
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Tech acts as a direct tool substitute,
with functional improvement
Technology
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Tech acts as a direct tool substitute,
with no functional change
Tamim, Rana M., Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami, and Richard F. Schmid. "What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study." Review of Educational Research 81, no. 1 (2011): 4-28.
SAMR and the Use of Technology to Enhance Reading Performance in Middle School
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Pearson, P.D., Ferdig, R.E., Blomeyer Jr, R.L., & Moran, J. "The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis With Recommendations for Policy." Learning Point Associates/North Central Regional Educational Laboratory (NCREL) (2005).
SAMR and the Use of Tablets in Education
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Tamim, R.M., Borokhovski, E., Pickup, D., Bernard, R.M. & El Saadi, L. “Tablets for Teaching and Learning: A Systematic Review and Meta-Analysis." Commonwealth of Learning (COL) (2015).