This week we were looking at different models for using educational technology. The group I was in was looking at TPACK.

The framework is essentially that the technology used in the classroom should align with your pedagogy and content. If it does not, it probably isn’t helpful to use in the classroom. I think this is a good framework for asking yourself why you’re bringing tech into the classroom. If I am using a certain technology because it’s easier for me as the teacher, but doesn’t necessarily benefit the students in relation to what they’re learning, it is probably not ideal. The same thing is true if the technology doesn’t align with my pedagogy.

In some ways, I think this model is really just visualizing what a lot of teachers are already considering. It’s a way to hold ourselves accountable to our students and our practice by asking whether the tools we use are actually supporting learning rather than just adding novelty. It also makes the planning process more explicit. As a new teacher, I think that is helpful because it gives language to something that experienced teachers may do intuitively.

Something that came up in the class discussion was that many of these models are most useful during the planning stage rather than in the moment of teaching. When you are actually in the classroom, things are often too dynamic to be consciously thinking about frameworks. However, if those frameworks shape how you design lessons beforehand, they can still influence what happens in the classroom. I can see how this would be particularly important with technology because it is easy to add digital tools without thinking critically about whether they are improving the learning experience.

We also heard from other groups about the other models. The SAMR model looks at different levels of technology integration, ranging from substitution to redefinition.  Another model was the Technology Integration Matrix (TIM). From what was shared, this model focuses more directly on student engagement, collaboration, and authentic learning experiences. Compared to some of the other models, it seems to place more emphasis on what students are actually doing with the technology rather than just how the teacher is using it. The Community of Inquiry (COI) model is about the importance of teaching presence, social presence, and cognitive presence in a learning environment.

Overall, one takeaway from this week is that these models help make visible some of the decisions teachers are already making. They provide a way to reflect on our practice and ask whether technology is genuinely improving learning. As someone who is still developing my teaching instincts, I think frameworks like TPACK can be helpful reminders to stay focused on pedagogy and students rather than getting caught up in the excitement or convenience of new technologies.