SAMR and RAT

Two models exist for the spectrum of technology use in education: SAMR, which is the prevailing model for now, and RAT, the newer, pared down iteration. Both aim to differentiate the levels at which technology is effective, and they essentially claim the same thing: that technology can be used to replace or subtly change educational practices, or it can transform it.



(Rossman, 2015).

SAMR takes a four-tiered approach toward educational technology: Substitution, Augmentation, Modification, and Redefinition. The first two tiers barely change the way content is delivered, and are referred to as the enhancement level. Transformation occurs above the imaginary line that separates enhancement-level technology from modification and redefinition. This is where new, exciting opportunities that were once though impossible can happen. Think something along the lines of: 8th grade Spanish classroom speaks chats live with students in a Mexico school through Skype. This isn't your grandparents' education. Technology allows for such things to happen on a daily basis.

The RAT model makes the same general claim, but spells it out like this:

 (Hughes, Thomas & Scharber, 2006)

The transformation level of SAMR is condensed to one tier, and only two other tiers exist. The model operates on the principal of Occam's razor: there does not need to be any longer explanation than what is necessary. Essentially educational technology either does not change instruction, or it changes it very little. But when tech is used to create learning that was once thought impossible, it is absolutely transformative.

Personally, I like the RAT model for its straightforward, no-nonsense approach. The modification and augmentation tiers of SAMR are essentially the same thing, except that one occurs above the imaginary line where "learning happens." Frankly, I don't think there is a clear division between where learning happens or it doesn't. In fact, students have the ability to transform content without any technology at all, and often they do.

However, the SAMR model has a bit more stickiness to it, whether that is because of its age or some other factor unbeknownst to me. I am not opposed to it, and to my knowledge, all of my colleagues use it as their tech model, so I suppose I should as well, so as to keep on the same page. But if the paradigm ever shifts, I will be a part of it.

References

Hughes, J., Thomas, R. & Scharber, R. (2006). The RAT - replacement, amplification, and transformation - framework [image]. Retrieved from http://2.bp.blogspot.com/-xhq5nEPtHFc/Ub1AePtTfjI/AAAAAAAAFxY/Fvcr0ZPRLbo/s1600/RAT.004-001.jpg

Rossman, B. (2015). The SAMR model: A new way to think about educational technology [Prezi]. Retrieved from: https://prezi.com/9p7gxc_l640q/the-samr-model/#