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The integration of Educational Technology (EdTech) into the classroom requires the careful consideration of the value certain technology brings to teaching and learning. Your classroom's context plays a large role in helping to determine what tech to use, when to use it, and how to use it. The two frameworks before are great starting points for planning effecting EdTech integration into your lessons.
TPACK (Technological Pedagogical Content Knowledge) - Mishra and Koehler, 2006
TPACK (Technological Pedagogical Content Knowledge) - Mishra and Koehler, 2006
The Technological Pedagogical Content Knowledge (TPACK) framework, introduced by Matthew J. Koehler and Punya Mishrain 2006, acts as a blueprint for understanding how to lesson plan effectively with educational technology. Instead of treating technology as an isolated skill, TPACK emphasizes the complex interconnections between three primary forms of knowledge:
Content Knowledge (CK): The "what"—your subject matter expertise. This is the information in your Program of Studies, the outcomes students will be covering in your lesson.
Pedagogical Knowledge (PK): The "how"—your instructional strategies and methods for teaching. This is your teaching toolkit; your strategies to engage and support all students, such as Universal Design for Learning, Project-Based Learning, flipped classrooms, etc.
Technological Knowledge (TK): The "tools"—your understanding of digital resources and applications. These are the tools your students will have access to, and be guided in their use throughout the lesson. An important part of TK is considering: "Do my students know how to use this tool already? What guidance might they need before I assign this task?" Remember, technology can be as simple as a pencil, and as complex as a Generative AI tool!
Effective EdTech integration occurs in the center of these overlapping circles. When an educator uses TPACK in lesson planning, they consider how their pedagogical strategies will fit with the technology available to them, and the curriculum that will be covered.
At different times in your lesson, students might be focusing on any of the intersections of TPACK, such as
Technological Pedagogical Knowledge (TPK): What pedagogical strategies are used to teach students how to use this specific type of technology?
e.g., Modelling chromebook use on the classroom display to teach students how to use Google Vids.
Technological Content Knowledge (TCK): What technology is used for students to explore the curricular content in this lesson?
e.g., Using Micro:bits for students to learn about computational thinking and block coding.
Pedagogical Content Knowledge (PCK): What pedagogical strategies are used in my lesson to deliver the curricular content in this lesson?
e.g., Using Think-Pair-Share to get students to discuss the differences between Collectivism and Individualism.
TPACK prompts teachers to consider how the intersection between all three of the knowledge domains can strengthen your lesson, and ensure EdTech is used in an effective manner, and not just because it is easier, faster and available.
Technological Pedagogical Content Knowledge (TPACK): What technology works best with my chosen pedagogical strategies, in order to effectively deliver the curricular content in this lesson?
e.g., Engaging in a collaborative design thinking project where students create an explanatory video about the circulatory system, with lessons throughout the project on how to use Google Vids.
SAMR - Puentedura, 2010
SAMR - Puentedura, 2010
The SAMR model was developed by Dr. Ruben Puentedura to evaluate the degree to which technology impacts a specific learning task.
The model is divided into four stages across two overarching categories.
Enhancement
Substitution: EdTech acts as a direct tool substitute with no functional change.
e.g., typing an essay instead of handwriting.
Augmentation: EdTech acts as a substitute, but with functional improvements.
e.g., typing an essay using a tool with built-in spellcheck and speech-to-text.
Transformation
Modification: EdTech allows for significant task redesign
e.g., students writing an essay on a shared collaborative document using the comment stream for peer review comments.
Redefinition: EdTech allows for the creation of new tasks that were previously inconceivable.
e.g., students producing a multimedia document shared with a global audience.
While SAMR can be helpful with lesson planning and EdTech integration, it mostly serves as a guide to consider the role EdTech is taking in your lesson. It is not a tiered list, and the mark of great EdTech integration is not always to aim for Redefinition.
Further Reading
Further Reading
What is Technological Pedagogical Content Knowledge (TPACK)? - Koehler & Mishra, 2009
Technology Integration in Education: A Review and Analysis of SAMR Model - Zamri & Mohamed, 2025
SAMR and TPACK: Two Models to Help With Integrating Technology Into Your Courses - Taylor Institute for Teaching and Learning, University of Calgary
What Is TPACK Theory and How Can It Be Used in the Classroom? - McGraw Hill Canada
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