Technology Integration Rubric
The successful integration of educational technologies does not only pertain to technical know-how or Technological Knowledge (TK). It is more about using available technologies, and allowing it to work according to the demands of the curriculum and the goals of the students.
The standard for an effective application of tools can also be summarized through Mark Weiser’s famous quote: “The most profound technologies are those that disappear. They are so woven in our everyday life that we are indistinguishable from it.”
It is only when the technologies have become an effortless routinary part of the teachers’ and learners’ lives that an apparent functional change in the educational system is effective. In this ideal situation, there are administrative resources, digital competency trainings, and comprehensive understanding of technology integration.
To properly evaluate the application of educational technologies, the rubric below has synthesized the key takeaways and insights from the following models:
1. To analyze students’ digital access and teachers’ pedagogy:
- PIC-RAT (Passive, Interactive, Creative – Replacement, Amplification, Transformation), Kimmons (2020)
- SAMR (Substitute, Augment, Modify, Replace), Puentedura (2003)
2. To monitor the overall learning process when using available technologies
- TIM (Technology Integration Matrix), Harmes, Welsh, & Winkelman (2016)
- TPACK (Technological, Pedagogical, and Content Knowledge), Koehler & Mishra (2009), Mishra & Koehler (2007)
- Triple E Framework (Enhance, Engage, and Extend), Kolb (2011)
REFERENCES
Kimmons, R., Graham, C., & West, R.E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1). Retrieved from https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation.
Koehler M. J., & Mishra P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm.
Kolb, L. (2017). Learning first, technology second: An educator’s guide to designing authentic lessons. Portland, Oregon: International Society for Technology in Education.
Harmes, J. C., Welsh, J. L., & Winkelman, R. J. (2016). A framework for defining and evaluating technology integration in the instruction of real-world skills. In S. Ferrara, Y. Rosen, & M. Tager (Eds.), Handbook of research on technology tools for real-world skill development (pp. 137-162). Hershey, PA: IGI Global. Retrieved from http://www.igi-global.com/chapter/a-framework-for-defining-and-evaluating-technology-integration-in-the-instruction-of-real-world-skills/139684.
Puentedura, R. (2003). SAMR: A Brief Introduction. Retrieved from http://hippasus.com/blog/archives/227.
