![\"\"](\"https:\/\/learningwithmacy.opened.ca\/wp-content\/uploads\/sites\/10109\/2026\/03\/IMG_1649-1024x538.jpeg\")
I feel like this week of class was quite content heavy, and I wanted to make sense of it and create a guide for myself to refer back to as I move into practicum. I expanded on TIM and SAMR below. I have also tried to add concrete examples of each aspect of the models\u2026 how might I take them into consideration in the classroom?<\/p>\n
Here are my key takeaways:<\/p>\n
Technology Integration Matrix<\/strong> (TIM)<\/h2>\nTIM is a framework that has two parts. First, it describes essential characteristics for learning environments that involve technology.<\/p>\n
\n- Active<\/strong> \u2013 students are actively using technology as a tool for learning. I think this means that just playing a video for students isn\u2019t necessarily an effective way to include technology in the classroom, because they\u2019d be passive participants.<\/li>\n
- Collaborative<\/strong> \u2013 students use technology to work together. E.g., collaborative platforms like Padlet and websites that create word clouds (like this one<\/a>).<\/li>\n
- Constructive<\/strong> \u2013 technology helps students to build knowledge and connect ideas. Here, I think it\u2019s about making sure your tech use isn\u2019t just fun and games, but offers substantive opportunities for thinking. I found a resource called Miro<\/a>, which has a digital whiteboard feature for visually connecting ideas.<\/li>\n
- Authentic<\/strong> \u2013 learning tasks are connected to a real-world context. This one resonates with me. I want to give students opportunities to use technology to help with the problems they face in their own lives. E.g., use online databases to research the climate crisis, create digital infographics raising awareness about social justice issues, email local politicians.<\/li>\n
- Goal-directed<\/strong> \u2013 technology is used to help students plan and assess their learning. E.g., Google Classroom \u2013 a great way to provide checklists and hand out self-assessments.<\/li>\n<\/ul>\n\n
![\"\"](\"https:\/\/learningwithmacy.opened.ca\/wp-content\/uploads\/sites\/10109\/2026\/03\/IMG_1650.jpeg\")
A picture of TIM (Technology Integration Matrix): from TIM-othee Chalamet\u2019s IMDb page<\/a><\/figcaption><\/figure>\n<\/div>\nSecond, our good friend TIM describes levels of Technology integration:<\/p>\n
\n- Entry<\/strong> \u2013 teacher uses tech to deliver content. E.g., me showing my students in Sweden a video from the National Film Board via smartboard.<\/li>\n<\/ul>\n\n
![\"\"](\"https:\/\/learningwithmacy.opened.ca\/wp-content\/uploads\/sites\/10109\/2026\/03\/IMG_1651.jpeg\")
This playlist on Nfb.ca<\/a> is fantastic. I wonder if there is a way for me to gain access to these videos while in Sweden. I worry that there isn\u2019t \u2013 I think I remember our presenter from Focused Ed saying you can only have access to the films in Canada.<\/figcaption><\/figure>\n<\/div>\n![\"\"](\"https:\/\/learningwithmacy.opened.ca\/wp-content\/uploads\/sites\/10109\/2026\/03\/IMG_1652-1024x374.jpeg\")
This specific video<\/a> could be a great one to present to students, as it shows where their student teacher is from!<\/figcaption><\/figure>\n\n- Adoption<\/strong> \u2013 students use tech in guided and conventional ways. E.g., my students use a word processor to write an essay about Canada.<\/li>\n
- Adaptation<\/strong> \u2013 students independently explore and use technology tools. E.g., I get students to create their own Canadian Heritage Moment-inspired video using iMovie.<\/li>\n
- Infusion<\/strong> \u2013 students independently explore and use tech tools. E.g., I offer my students time in groups to create a website \u2013 they can use whatever tools they like.<\/li>\n
- Transformation<\/strong> \u2013 technology enables innovative learning not possible otherwise. Here, I\u2019m stumped! But I\u2019m going to give it more thought, because it seems that the deeper you can integrate technology, the more genuine and impactful it is for learning.<\/li>\n<\/ul>\n
SAMR Model<\/h2>\n
SAMR helps teachers evaluate how their use of tech in the classroom changes learning tasks. There are four levels, and they remind me a lot of the ones in TIM.<\/p>\n
\n- Substitution<\/strong>: tech replaces a traditional tool, but there\u2019s no functional change happening. That\u2019s like giving my students laptops to write a long-answer quiz with essay questions. The learning task is the same, they\u2019re just typing instead of handwriting.<\/li>\n
- Augmentation<\/strong>: tech replaces a tool with functional improvements, e.g., typing those same essay questions, but using Grammarly, so students are learning where they\u2019re making grammatical errors and how they can improve their sentence structure.<\/li>\n
- Modification<\/strong>: tech redesigns the learning task in a significant way. A way I could implement modification is making the quiz collaborative by having students use Google Docs and edit their responses collaboratively in real-time. This might be more useful than Grammarly \u2013 that way, students are actually practicing editing, rather than outsourcing that thought process.<\/li>\n
- Redefinition<\/strong>: tech enables learning tasks that wouldn\u2019t be possible otherwise. Here is tricky again \u2013 like the Transformation level in TIM. I (shamefully) asked ChatGPT for an example of a use of tech that redefines a learning experience. It said, \u201cExample: producing multimedia projects shared globally.\u201d This makes sense. Here is a project idea for my practicum students \u2013 they could use the Canva app to film and edit \u201cday in the life\u201d videos, across continents! My friends Sasha and Nathan are doing their 6-week practicums in Tokyo and Taipei respectively. How cool would it be for my Swedish students to collaborate with their students, like pen pals, but with another whole multimedia aspect that would not be possible without tech?<\/li>\n<\/ol>\n\n
![\"\"](\"https:\/\/learningwithmacy.opened.ca\/wp-content\/uploads\/sites\/10109\/2026\/03\/IMG_1654.jpeg\")
Photo from https:\/\/www.edutopia.org\/blog\/film-festival-classroom-filmmaking-resources<\/a>, a great blog detailing tips on filmmaking in the classroom.<\/figcaption><\/figure>\n<\/div>\nI didn\u2019t get to Communities of Inquiry or TPACK, but I feel satisfied with my weekly reflection, so I\u2019m gonna end the blog post here! Finally, I used ChatGPT to create a comparison table of the models we discussed in class for future reference, and to briefly outfit the two models I didn\u2019t reflect on.<\/p>\n
\n![\"\"](\"https:\/\/learningwithmacy.opened.ca\/wp-content\/uploads\/sites\/10109\/2026\/03\/IMG_1622-1024x453.jpeg\")
Screenshot from ChatGPT<\/figcaption><\/figure>\n<\/div>\nChatGPT output \u2013 summarizing TPACK and CoI<\/h2>\n
TPACK Model (Technological Pedagogical Content Knowledge)<\/strong><\/p>\nPurpose<\/strong><\/p>\n\n- Explains the\u00a0knowledge teachers need to integrate technology effectively<\/strong>.<\/li>\n<\/ul>\n
Three Core Knowledge Areas<\/strong><\/p>\n\n- Content Knowledge (CK)<\/strong>\u00a0\u2013 Knowledge of the subject being taught.<\/li>\n
- Pedagogical Knowledge (PK)<\/strong>\u00a0\u2013 Knowledge of teaching methods.<\/li>\n
- Technological Knowledge (TK)<\/strong>\u00a0\u2013 Knowledge of digital tools and technologies.\u00a0<\/li>\n<\/ul>\n
Overlap Areas<\/strong><\/p>\n\n- PCK<\/strong>\u00a0\u2013 Pedagogical Content Knowledge (how to teach the subject).<\/li>\n
- TCK<\/strong>\u00a0\u2013 Technological Content Knowledge (how tech relates to the subject).<\/li>\n
- TPK<\/strong>\u00a0\u2013 Technological Pedagogical Knowledge (how tech supports teaching strategies).<\/li>\n<\/ul>\n
Center of the Model<\/strong><\/p>\n\n- TPACK<\/strong>\u00a0\u2013 Integration of\u00a0technology, pedagogy, and content<\/strong>\u00a0for effective teaching.\u00a0<\/li>\n<\/ul>\n
Key Idea<\/strong><\/p>\n\n- Effective teaching with technology requires\u00a0balancing all three knowledge types<\/strong>.<\/li>\n<\/ul>\n
CoI (Community of Inquiry Framework)<\/strong><\/p>\nAthabasca University<\/p>\n
Purpose<\/strong><\/p>\n\n- Framework for designing\u00a0meaningful online and blended learning environments<\/strong>.<\/li>\n<\/ul>\n
Definition<\/strong><\/p>\n\n- A learning community where participants collaborate and reflect to construct understanding.\u00a0<\/li>\n<\/ul>\n
Three Core Presences<\/strong><\/p>\n\n- Cognitive Presence<\/strong>\n
\n- Students construct meaning through reflection, discussion, and inquiry.<\/li>\n
- Focus on critical thinking and knowledge building.<\/li>\n<\/ul>\n<\/li>\n
- Social Presence<\/strong>\n
\n- Students present themselves as real people and build relationships.<\/li>\n
- Encourages communication, trust, and collaboration.<\/li>\n<\/ul>\n<\/li>\n
- Teaching Presence<\/strong>\n
\n- Instructor designs, facilitates, and guides learning activities and discussion.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
Key Idea<\/strong><\/p>\n\n- Effective online learning happens when\u00a0all three presences work together<\/strong>.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Hello again! For this week\u2019s reflection, I want to focus on teasing out the differences and similarities between the educational technology models we have been discussing: Technology Integration Matrix (TIM) SAMR Model (Substitution, Augmentation, Modification, and Redefinition) TPACK Model (Technological,… Continue Reading →<\/a><\/p>\n","protected":false},"author":61,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-5897","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/posts\/5897","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/users\/61"}],"replies":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/comments?post=5897"}],"version-history":[{"count":0,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/posts\/5897\/revisions"}],"wp:attachment":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/media?parent=5897"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/categories?post=5897"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/tags?post=5897"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Second, our good friend TIM describes levels of Technology integration:<\/p>\n
- \n
- Entry<\/strong> \u2013 teacher uses tech to deliver content. E.g., me showing my students in Sweden a video from the National Film Board via smartboard.<\/li>\n<\/ul>\n\n
This playlist on Nfb.ca<\/a> is fantastic. I wonder if there is a way for me to gain access to these videos while in Sweden. I worry that there isn\u2019t \u2013 I think I remember our presenter from Focused Ed saying you can only have access to the films in Canada.<\/figcaption><\/figure>\n<\/div>\n This specific video<\/a> could be a great one to present to students, as it shows where their student teacher is from!<\/figcaption><\/figure>\n - \n
- Adoption<\/strong> \u2013 students use tech in guided and conventional ways. E.g., my students use a word processor to write an essay about Canada.<\/li>\n
- Adaptation<\/strong> \u2013 students independently explore and use technology tools. E.g., I get students to create their own Canadian Heritage Moment-inspired video using iMovie.<\/li>\n
- Infusion<\/strong> \u2013 students independently explore and use tech tools. E.g., I offer my students time in groups to create a website \u2013 they can use whatever tools they like.<\/li>\n
- Transformation<\/strong> \u2013 technology enables innovative learning not possible otherwise. Here, I\u2019m stumped! But I\u2019m going to give it more thought, because it seems that the deeper you can integrate technology, the more genuine and impactful it is for learning.<\/li>\n<\/ul>\n
SAMR Model<\/h2>\n
SAMR helps teachers evaluate how their use of tech in the classroom changes learning tasks. There are four levels, and they remind me a lot of the ones in TIM.<\/p>\n
- \n
- Substitution<\/strong>: tech replaces a traditional tool, but there\u2019s no functional change happening. That\u2019s like giving my students laptops to write a long-answer quiz with essay questions. The learning task is the same, they\u2019re just typing instead of handwriting.<\/li>\n
- Augmentation<\/strong>: tech replaces a tool with functional improvements, e.g., typing those same essay questions, but using Grammarly, so students are learning where they\u2019re making grammatical errors and how they can improve their sentence structure.<\/li>\n
- Modification<\/strong>: tech redesigns the learning task in a significant way. A way I could implement modification is making the quiz collaborative by having students use Google Docs and edit their responses collaboratively in real-time. This might be more useful than Grammarly \u2013 that way, students are actually practicing editing, rather than outsourcing that thought process.<\/li>\n
- Redefinition<\/strong>: tech enables learning tasks that wouldn\u2019t be possible otherwise. Here is tricky again \u2013 like the Transformation level in TIM. I (shamefully) asked ChatGPT for an example of a use of tech that redefines a learning experience. It said, \u201cExample: producing multimedia projects shared globally.\u201d This makes sense. Here is a project idea for my practicum students \u2013 they could use the Canva app to film and edit \u201cday in the life\u201d videos, across continents! My friends Sasha and Nathan are doing their 6-week practicums in Tokyo and Taipei respectively. How cool would it be for my Swedish students to collaborate with their students, like pen pals, but with another whole multimedia aspect that would not be possible without tech?<\/li>\n<\/ol>\n
\nPhoto from https:\/\/www.edutopia.org\/blog\/film-festival-classroom-filmmaking-resources<\/a>, a great blog detailing tips on filmmaking in the classroom.<\/figcaption><\/figure>\n<\/div>\n I didn\u2019t get to Communities of Inquiry or TPACK, but I feel satisfied with my weekly reflection, so I\u2019m gonna end the blog post here! Finally, I used ChatGPT to create a comparison table of the models we discussed in class for future reference, and to briefly outfit the two models I didn\u2019t reflect on.<\/p>\n
\nScreenshot from ChatGPT<\/figcaption><\/figure>\n<\/div>\n ChatGPT output \u2013 summarizing TPACK and CoI<\/h2>\n
TPACK Model (Technological Pedagogical Content Knowledge)<\/strong><\/p>\n
Purpose<\/strong><\/p>\n
- \n
- Explains the\u00a0knowledge teachers need to integrate technology effectively<\/strong>.<\/li>\n<\/ul>\n
Three Core Knowledge Areas<\/strong><\/p>\n
- \n
- Content Knowledge (CK)<\/strong>\u00a0\u2013 Knowledge of the subject being taught.<\/li>\n
- Pedagogical Knowledge (PK)<\/strong>\u00a0\u2013 Knowledge of teaching methods.<\/li>\n
- Technological Knowledge (TK)<\/strong>\u00a0\u2013 Knowledge of digital tools and technologies.\u00a0<\/li>\n<\/ul>\n
Overlap Areas<\/strong><\/p>\n
- \n
- PCK<\/strong>\u00a0\u2013 Pedagogical Content Knowledge (how to teach the subject).<\/li>\n
- TCK<\/strong>\u00a0\u2013 Technological Content Knowledge (how tech relates to the subject).<\/li>\n
- TPK<\/strong>\u00a0\u2013 Technological Pedagogical Knowledge (how tech supports teaching strategies).<\/li>\n<\/ul>\n
Center of the Model<\/strong><\/p>\n
- \n
- TPACK<\/strong>\u00a0\u2013 Integration of\u00a0technology, pedagogy, and content<\/strong>\u00a0for effective teaching.\u00a0<\/li>\n<\/ul>\n
Key Idea<\/strong><\/p>\n
- \n
- Effective teaching with technology requires\u00a0balancing all three knowledge types<\/strong>.<\/li>\n<\/ul>\n
CoI (Community of Inquiry Framework)<\/strong><\/p>\n
Athabasca University<\/p>\n
Purpose<\/strong><\/p>\n
- \n
- Framework for designing\u00a0meaningful online and blended learning environments<\/strong>.<\/li>\n<\/ul>\n
Definition<\/strong><\/p>\n
- \n
- A learning community where participants collaborate and reflect to construct understanding.\u00a0<\/li>\n<\/ul>\n
Three Core Presences<\/strong><\/p>\n
- \n
- Cognitive Presence<\/strong>\n
- \n
- Students construct meaning through reflection, discussion, and inquiry.<\/li>\n
- Focus on critical thinking and knowledge building.<\/li>\n<\/ul>\n<\/li>\n
- Social Presence<\/strong>\n
- \n
- Students present themselves as real people and build relationships.<\/li>\n
- Encourages communication, trust, and collaboration.<\/li>\n<\/ul>\n<\/li>\n
- Teaching Presence<\/strong>\n
- \n
- Instructor designs, facilitates, and guides learning activities and discussion.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
Key Idea<\/strong><\/p>\n
- \n
- Effective online learning happens when\u00a0all three presences work together<\/strong>.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Hello again! For this week\u2019s reflection, I want to focus on teasing out the differences and similarities between the educational technology models we have been discussing: Technology Integration Matrix (TIM) SAMR Model (Substitution, Augmentation, Modification, and Redefinition) TPACK Model (Technological,… Continue Reading →<\/a><\/p>\n","protected":false},"author":61,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-5897","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/posts\/5897","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/users\/61"}],"replies":[{"embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/comments?post=5897"}],"version-history":[{"count":0,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/posts\/5897\/revisions"}],"wp:attachment":[{"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/media?parent=5897"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/categories?post=5897"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/edtechuvic.ca\/edci336\/wp-json\/wp\/v2\/tags?post=5897"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Effective online learning happens when\u00a0all three presences work together<\/strong>.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
- Instructor designs, facilitates, and guides learning activities and discussion.\u00a0<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
- Cognitive Presence<\/strong>\n
- A learning community where participants collaborate and reflect to construct understanding.\u00a0<\/li>\n<\/ul>\n
- Framework for designing\u00a0meaningful online and blended learning environments<\/strong>.<\/li>\n<\/ul>\n
- Effective teaching with technology requires\u00a0balancing all three knowledge types<\/strong>.<\/li>\n<\/ul>\n
- TCK<\/strong>\u00a0\u2013 Technological Content Knowledge (how tech relates to the subject).<\/li>\n
- Pedagogical Knowledge (PK)<\/strong>\u00a0\u2013 Knowledge of teaching methods.<\/li>\n
- Content Knowledge (CK)<\/strong>\u00a0\u2013 Knowledge of the subject being taught.<\/li>\n
- Augmentation<\/strong>: tech replaces a tool with functional improvements, e.g., typing those same essay questions, but using Grammarly, so students are learning where they\u2019re making grammatical errors and how they can improve their sentence structure.<\/li>\n
- Adaptation<\/strong> \u2013 students independently explore and use technology tools. E.g., I get students to create their own Canadian Heritage Moment-inspired video using iMovie.<\/li>\n
- Adoption<\/strong> \u2013 students use tech in guided and conventional ways. E.g., my students use a word processor to write an essay about Canada.<\/li>\n