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The R.A.T. Model (1998) is an assessment framework. It is called RAT because it depends on Replacement, Amplification, and Transformation. It was intended to be used with "preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom" (source).
"RAT is an assessment framework for understanding technology’s role in teaching, learning and curricular practices, originally developed for PK-12 education, but it has been applied in higher education, especially in pre-service teacher education.
The original purpose of the RAT framework was to introduce it as a self-assessment for preservice and inservice teachers to increase critical technological decision-making" (source).
"The RAT Model, developed by Dr. Joan Hughes, allows teachers to self-assess their integration of technology in the classroom. According to the RAT Model, digital technology can be used as replacement, amplification, or transformation in the classroom" (source).
"To assess a technology’s contribution, one considers an instance of technology use and assesses is systematically in terms of three broad themes: instructional methods, student learning processes, and curriculum goals. Each of these three themes can be further articulated by identifying more specific dimensions of each." (source: Dr. Joan Hughes).
"RAT allows us to evaluate and determine the usefulness of our current lesson plans as they relate to the ISTE standards and can help to motivate us to improve them so that learning is relevant, fun, and exciting for our students!" (source)
PICRAT
PICRAT
This model, like TPACK, is an evolution of previous frameworks. PICRAT is an evolution of R.A.T. Model and is included here:
PICRAT is a combination of two models, PIC and RAT.
PIC (passive, interactive, creative) refers to the student’s relationship to a technology in a particular educational scenario.
RAT (replacement, amplification, transformation) describes the impact of the technology on a teacher’s previous practice.
PICRAT can be a useful model for teaching technology integration, because it (a) is clear, compatible, and fruitful, (b) emphasizes technology as a means to an end, (c) balances parsimony and comprehensiveness, and (d) focuses on students. (source)
Adding PIC to RAT addresses the missing student component.
PICRAT for Effective Technology Integration in Teaching (https://youtu.be/bfvuG620Bto)
Use PICRAT as a guide since "it may not ensure drastic improvements in measurable student outcomes" (source). Given this quote, PICRAT is a conceptual model useful for discussing technology use in the classroom, but not for assessing teachers' or students' progress.
Use PICRAT as a guide since "it may not ensure drastic improvements in measurable student outcomes" (source). Given this quote, PICRAT is a conceptual model useful for discussing technology use in the classroom, but not for assessing teachers' or students' progress.
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