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Summary: TPACK is a technology integration framework that identifies three types of knowledge instructors need to combine for successful edtech integration—technological, pedagogical, and content knowledge.The point of TPACK is to understand how to use technology to teach concepts in a way that enhances student learning experiences.  PowerPoint or Prezi containing multimedia elements make students more engaged.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

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Summary:

S: Substitution - Tech works as a direct substitute without functional improvements.

A: Augmentation - Tech works as a direct substitute with functional improvements.

M: Modification- Tech allows for significant task redesign.

R: Redefinition - Tech allows for the creation of new tasks, previously inconceivable.

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How this model work in a classroom setting:

- Substitution strategies can save you time and space by cutting back on pen and paper tasks.

Example:

Having students type answers instead of writing them out.

At the augmentation stage, technology adds something to the learning process beyond just convenience.It also allows for the introduction of more independent and student-centric learning.

Example: Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

Example:Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (exploring on Google Earth to better understand measurement and geography).

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Examples: recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

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The SETT Framework is utilized to ensure the appropriate match between student needs and device features. The SETT stands for Student, Environment, Tasks and Tools.

Student: Information specifically related to the student. What is the functional area(s) of concern? What are the students special needs that contribute to these concerns?

Environment: Information related to anything or anyone around the student in places where the AT is expected to be used. How many students? What is the physical layout? How much support is available from and to staff?

Tasks: Information about what actually happens in the environment. What exactly will the student need to do in the specific environment to learn?

Tools: The SETT Framework addresses the area in which most people would like to begin.

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Comparative Analysis:

Strengths: Provides a detailed plan for teachers to use in their own way, a shared vocabulary will happen with the teachers, this model let's teachers slowly become comfortable and implement different technologies.

Limitations: This model focuses on the "task change" and this can get in the way of the overall learning progress, this is a pretty simple model so it might be hard to use this to cover all the concepts of teaching and learning.

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Comparative AnalysisTPACK, or the center of the model where all primary forms of knowledge blend together, taking a moment to consider the individual relationships can be helpful.

Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching specific content to your specific students.

Technological Content Knowledge (TCK)—knowing how the digital tools available to you can enhance or transform the content, how it’s delivered to students, and how your students can interact with it.

Technological Pedagogical Knowledge (TPK)—understanding how to use your digital tools as a vehicle to the learning outcomes and experiences you want.

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Comparative Analysis:

Strengths: This model is a very student orientated approach, has a very much shared understanding among teachers, teachers and different staff have to actively participate with students to get the right data.

Limitations:Teachers have to have good training and a good understanding of how to use different tools. Knowing exactly what tool is needed for each student can be troubling.

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Citations:Best, J. (2022). The SAMR model explained (with 15 practical examples). Retrieved from https://www.3plearning.com/blog/connectingsamrmodel/

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What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

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The SAMR Model Explained (With 15 Practical Examples)

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What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

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Citations:Hollingshead, A., Zabala, Ed. D. ; J., Carson, Ed. D. ; J., & Ed.D. (n.d.). The Sett Framework and evaluating assistive technology remotely. Retrieved from https://exceptionalchildren.org/blog/sett-framework-and-evaluating-assistive-technology-remotely

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The premise of the SETT Framework is identifying the characteristics of a Student, the Environments in which the student learns and grows, and Tasks required to be an active learner in those environments before trying to identify a system of T ools that enables the student to actively engage in the tasks in the environments. A critical feature of successfully applying the SETT Framework is a shared understanding across the educational team, the student, and the family when it comes to the "who" (student's characteristics), the "where" (learning environment characteristics), and the "what" (tasks that a student needs to be able to do).

The distance delivery of K-12 instruction and restrictions around accessing the school buildings has shifted the methods for collaboration with AT consultants and specialists (Zabala & Carson, 2021). Idaho Assistive Technology Project ( ) has developed a process for the remote collaborative AT evaluation:

Zabala, J. & Carson, J. (2021). ISET Expert Panel Discussion: SETT and AT Evaluation Done Remotely. Retrieved from: https://www.youtube.com/watch?v=GkvK6Junskc&list=PLdAALw6w14Jd6MhDXdlb6_HnCibt9EBL0

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The SETT Framework and Evaluating Assistive Technology Remotely

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By: Aleksandra Hollingshead, Ed.D.; Joy Zabala, Ed.D.; Janice Carson,

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Strengths: Getting things done efficiently, children like pictures and videos so technology often attracts them. Promotes Reflection and professional development by educators sharing their creativity and also ideas.

Weakness: Can be confusing with so many domains and this makes it hard to apply and practice these. Sometimes applying these to a classroom setting can be difficult and then teachers are having trouble measuring certain skills.

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Citation: Glackin, K. (2025). The TPACK Framework explained (with classroom examples). Retrieved from https://www.powerschool.com/blog/the-tpack-framework-explained-with-classroom-examples/#:~:text=*%20Pedagogical%20Content%20Knowledge%20(PCK)—understanding%20the%20best,the%20learning%20outcomes%20and%20experiences%20you%20want

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Model similarities: They all give teachers ways to implement technology in the classroom. All these models can help teachers reflect on their teaching skills, Enriches learning.

How they differ in focus: Focus wise the teachers need to learn what they need in technology to make their children learn, these help teachers make up curriculum, guide development, and mainly use tech to guide student learning.