The Empathy and Design stage did not create as much anxiety as this stage to narrow my ideas. I know the choice of the right tool is vital to the learning outcome and impact on the students. While reading about the frameworks to help select a digital resource, I appreciate different elements of TPACK and SAMR in various capacities of my work — where classroom dynamics, specific content, and tools used to enhance or redefine learning is more in play. For this project, the aim is to provide a resource that helps to present and educate about academic integrity.
In my current scenario for this project, I am looking at the framework of Bates’ (2015) SECTIONS to guide my process in determining my best-fit digital tool. The SECTIONS (Bates, 2015) framework provides key questions to consider when choosing and designing a digital resource. The structure helps to ensure all consideration of all aspects when deciding on the digital tool. Hughes, Thomas, & Scharber (2006) RAT framework is a check in the purpose of the technology implementation — to replace, amplify or transform. RAT (Hughes, Thomas, & Scharber, 2006) creates dimensions for the degree of use of the technology is used. This affirms the purpose, and in the design process keeps the aim in sight.
What are the affordances and limitations of the framework?
Affordances
-
- Logical. The framework walks you through reasonable questions to consider, helping you to work in perspectives that ensure that you are looking beyond my viewpoint and considering many aspects of my users. It is a practical look and analysis that will help justify the decision for the technology tool.
- K-12 context. Bates’ framework (2015) is applied directly to my context of K-12 education, specifically grade 9-12 students.
- Dual settings. The framework allows for the consideration of the tool in a classroom setting and an online.
- Inclusive. Considerations for ensuring the needs of all students are met with the tool that is chosen.
Limitations
-
- A detailed perspective. The many direct questions ensure the designer considers the finer points, however, it may cloud or hinder the bigger picture.
- Assumptions. The questions have an assumption that there is a level of comfort or understanding of technological pedagogy/practice for the teacher to be successful or be able to consider and answer the guiding questions.
How well does the framework align with your existing educational and pedagogical practices?
-
- For my purpose of this project, the SECTIONS framework allows for a straightforward and clear process for thinking and choosing my digital tool. I appreciate the TPACK (Koehler, Mishra & Cain, 2013) and SAMR (Puentedura, 2013) framework as the models seek to enhance student learning and to create shifts in instruction to impact learning. For this circumstance, the purpose of this resource is not better to integrate technology to transform a lesson or specific target — not yet, anyway. This is where the RAT framework has kept me in check to understand that I am using technology to amplify the student learning for understanding and efficiency of the school’s academic integrity policy.
How did the application of the framework impact your decision-making process?
-
- The application for the framework in my decision-making process to help work through assumptions and ensure that I am looking at all possibilities. The practicality helps me with the bigger picture to use a platform that people can easily access and willingly access as programs at our school.
- The framework is reminding me to keep it simple and to look at the learning targets and how to maximize learning within the realm I am capable of creating that is accessible to everyone.
- I have decided to use the Google Sites, in conjunction with Google Forms and Google Classroom. I haven’t decided which program I will be using yet for audio and visual. Depending on my better dabbling in Camtasia and Snagit or to keep it simple with Screencastomatic.
Which components of the framework did you find most valuable to your decision-making process? Why?
-
- The components of the framework that I found the most valuable are the guiding questions that are applied at the end of each element. The Students component is helpful to look past biases and assumptions. Also, the Teaching/Media Selection to provide tips and considerations when creating an effective digital resource.
References
Bates, A. W. (2015). Chapter 8. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd.
Hughes, J., Thomas, R., & Scharber, C. (2006, March). Assessing technology integration: The RAT–replacement, amplification, and transformation-framework. In Society for Information Technology & Teacher Education International Conference (pp. 1616-1620). Association for the Advancement of Computing in Education (AACE).
Koehler M. J., Mishra P., & Cain, W. (2013). What Is technological pedagogical content knowledge (TPACK)? Journal Of Education, 193(3), 13-19.
Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Blog post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html