Running Head: TECHNOLOGY INTEGRATION 1
Technology Integration
Student’s name
Institution affiliation
Running Head: TECHNOLOGY INTEGRATION 2
Technology Integration
The SAMR model, which stands for Substitution, Augmentation, Modification, and
Redefinition, is a framework used to assess and guide the integration of technology in
education. Each level represents a different degree of transformation in how technology is
used in teaching and learning. A survey conducted in my school suggests that we are at
augmentation level of SAMR technology level of integration.
In my Pre-K classroom operating at the augmentation level of the SAMR technology
integration framework, technology plays a pivotal role in enhancing teaching and learning
experiences for both educators and students. One significant example is the use of interactive
whiteboards during circle time activities. Instead of traditional paper-based activities, we
leverage touchscreen technology to engage students in interactive lessons. For instance, we
use educational apps that allow students to drag and drop shapes or letters, fostering a more
dynamic and participatory learning environment. This not only captures their attention but
also promotes fine motor skills development.
The integration of augmented reality (AR) applications has transformed storytelling
sessions into immersive experiences (Cerrone, 2019). Using tablets or AR-enabled books,
students can see characters and objects come to life, creating an enchanting atmosphere that
sparks their imagination. This innovative approach not only makes learning more enjoyable
but also facilitates language development as students eagerly participate in discussions
related to the augmented content.
The augmentation level of technology integration has significantly impacted
instructional strategies. The ability to instantly access and share multimedia resources has
allowed for more personalized and differentiated instruction (Bicalho et al., 2023). For
example, teachers can tailor video clips or online simulations to address individual learning
Running Head: TECHNOLOGY INTEGRATION 3
styles or developmental needs, providing a more customized learning experience for each
student.
According to ISTE’s principle of equity and access, students’ use of a variety of
digital tools to design, create, and broaden their perspective (Atkins et al., 2021). Leaders
should play their role to ensure that students have access to the technology. However,
determining the appropriate level for technology integration involves a thoughtful
consideration of various factors to align with educational goals, student needs, and the
specific context of the learning environment. The exercise begins with identifying the
educational objectives and goals that the school aim to achieve. One of the factor to consider
is whether the integration of technology will enhance or transform the learning experience in
line with these goals. For example, in the goal to promote collaboration, we selected
collaborative online tools or platforms appropriate to achieve the goals. It is crucial to
understand the developmental stage and needs of the students to consider the appropriate
technology.
In a Pre-K setting, technology integration should be age-appropriate, considering
factors such as attention spans, motor skills, and cognitive abilities. The chosen technology
should align with developmental milestones and support rather than hinder learning. The
chosen technology should align with the curriculum and learning standards. Integration
should enhance the curriculum and provide opportunities for students to engage with content
in meaningful ways. Technology should be seen as a tool to amplify and extend learning, not
just as an add-on. We also considered the accessibility of technology for all students. It is
essential to ensure that the chosen tools are accessible to diverse learners and that no students
are left behind due to a lack of access or understanding. Addressing equity concerns is crucial
to fostering an inclusive learning environment.
Running Head: TECHNOLOGY INTEGRATION 4
The augmentation level of technology is used in the school as a tool to enhance
existing educational practices rather than completely replace them. The focus is on leveraging
technology to make learning experiences more interactive, engaging, and tailored to the
developmental needs of pre-K students.
References
Atkins, H. S., Gillespie, N., & Higdon, K. (2021). Creating a Culture of
Investigation. Leading in the Digital Environment: Being a Change Agent
Bicalho, R. N. D. M., Coll, C., Engel, A., & Lopes de Oliveira, M. C. S. (2023). Integration
of ICTs in teaching practices: propositions to the SAMR model. Educational
technology research and development, 71(2), 563-578.
https://link.springer.com/article/10.1007/s11423-022-10169-x
Cerrone, M., Lees, K., & Pasnik, S. (2019). Integrating Technology into Exemplary
Preschool Settings: A Report on the Apple and ConnectED Initiative. Education
Development Center, Inc. https://files.eric.ed.gov/fulltext/ED610762.pdf
