Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework
PROCEEDINGS
Joan Hughes, Ruth Thomas, Cassandra Scharber, University of Minnesota, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. We are currently refining this framework through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology-supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
Citation
Hughes, J., Thomas, R. & Scharber, C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1616-1620). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 6, 2021 from https://www.learntechlib.org/primary/p/22293/.
Keywords
References
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Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses
Sheri Vasinda, Oklahoma State University, United States; Di Ann Ryter, Fort Lewis College, United States; Stephanie Hathcock & Qiuying Wang, Oklahoma State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 411–431
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