Photo by Tim Mossholder on Unsplash

Structuring learning can come in a variety of differently designed models. Today I am going to review and discuss each of the learning design models (LDMs) that were introduced in class.

SAMR Model – Technology usage can progress using this model from: no tech, substitution, augmentation, modification, and finally to redefinition. No tech is fairly self-explanatory as it completely avoids the use of technology in the classroom. I believe that most classes can incorporate technology in some capacity and should not follow this beginning point of the model. Substitution involves using technology as a direct substitute without changing the function at all. I believe this portion of the model is commonly used when teachers want to use technology in the classroom, but are not comfortable doing so. Augmentation also allows for technology to be used as a substitute, but functionally improves the experience. I believe that this portion of the model is ideal for taking ordinary classroom tasks and improving them using technology. Modification involves using technology to redesign tasks. I believe that many common learning tasks can be positively altered using technology for the benefit of the students. Redefinition allows for the creation of brand new tasks that may have been previously thought to be impossible. I believe that teachers can use technology to create new and exciting learning opportunities that challenge students to approach tasks in unique ways that they have never experienced before.

TRACK Framework – The TRACK framework involves adding three types of knowledge together to facilitate learning: content knowledge, pedagogical knowledge, and technological knowledge. Content knowledge is the “what” of teaching and involves the knowledge of subjects and topics that are taught. Pedagogical knowledge is the “how” of teaching and involves the knowledge of how an why you are teaching and facilitating learning. Technological knowledge involves the use and comfort level of incorporating technology into teaching and learning. Integrating all three types of knowledge is the desired outcome of the TRACK framework as teachers should be able to understand what they teach, how they are teaching it, and include technology to assist with learning.

Constructive Alignment – Constructive alignment seeks to align the learning outcomes/intentions/big ideas with assessment and evaluation as well as with teaching and learning strategies. The learning goals should guide how you teach and how you measure learning. Opportunities for integrating technology into teaching exist between assessment and teaching and how you prepare students for success.

Each of these LDMs has it’s own unique purpose, but I would like to incorporate the SAMR model into my own teaching. I can envision myself progressing from each stage as I become more comfortable with teaching and with technology itself.