PIC-RAT
Technology integration is about constructing meaningful learning to increase creativity and innovation in education. One of the objectives of the iPad one-to-one program is increased student engagement through the development of innovative learning tasks.
To help teachers identify learning tasks that make the best use of the new technology we will be using the PIC-RAT model developed by Royce Kimmons.
The model uses two dimensions "Students' relationship to tech" and "How the teacher's use of technology influences traditional practice" to determine to what extent and at what level students are engaged with technology.
This is important because, as succinctly put by Richard Culatta, former director of the Office of Educational Technology for the US Department of Education, we are at risk of creating "a complete digital replica of all of the traditional practices that aren't working today". Using PIC-RAT to think critically about your lesson design you can being to explore the potential technology has to transform the leaning experience and engage learners.
To help teachers identify learning tasks that make the best use of the new technology we will be using the PIC-RAT model developed by Royce Kimmons.
The model uses two dimensions "Students' relationship to tech" and "How the teacher's use of technology influences traditional practice" to determine to what extent and at what level students are engaged with technology.
This is important because, as succinctly put by Richard Culatta, former director of the Office of Educational Technology for the US Department of Education, we are at risk of creating "a complete digital replica of all of the traditional practices that aren't working today". Using PIC-RAT to think critically about your lesson design you can being to explore the potential technology has to transform the leaning experience and engage learners.
The RAT part of the model is an acronym for Replacement, Amplification and Transformation.
In the first instance, Replacement, technology replaces the traditional way of doing things. The practices change the appearance of our practices without changing the practice itself. For example you might use a text editor instead of pencil and paper, or you might use an electronic version of a text book instead of a paper version. If a teacher uses a PowerPoint presentation instead of writing on a whiteboard this is also replacement.
Amplification occurs when students use of technology improves the efficiency of tasks or introduces new functions. For example recording their voices on a presentation, or using proof-reading tools in a word processor or using an electronic quiz.. Flipped-Learning fits well into this category.
Learning tasks that fit into the Transformational category introduce new activities and learning that are impossible without technology. Examples of tasks here include making a video to publish online and receive feedback from people around the world, make a podcast, create a survey and collect and publish the data as an infographic.
In the first instance, Replacement, technology replaces the traditional way of doing things. The practices change the appearance of our practices without changing the practice itself. For example you might use a text editor instead of pencil and paper, or you might use an electronic version of a text book instead of a paper version. If a teacher uses a PowerPoint presentation instead of writing on a whiteboard this is also replacement.
Amplification occurs when students use of technology improves the efficiency of tasks or introduces new functions. For example recording their voices on a presentation, or using proof-reading tools in a word processor or using an electronic quiz.. Flipped-Learning fits well into this category.
Learning tasks that fit into the Transformational category introduce new activities and learning that are impossible without technology. Examples of tasks here include making a video to publish online and receive feedback from people around the world, make a podcast, create a survey and collect and publish the data as an infographic.
The PIC part of the models deals with the degree to which students are using the technology. Passively, Interactively or Creatively.
When Passive the students are the audience and they are watch what his happening, such as watching a Youtube video. When they are Interactive students are interacting with the technology such as completing a work sheet on the screen, completing an assessment of playing an learning game.
When engaged Creatively with technology students are using the technology to create learning solutions that represent their understandings and solve problems.
By combining PIC and RAT we have a matrix where each square represents a different use of technology and level of student use. No squares a bad - being passive is appropriate sometimes, but ideally we want students to be more active and creative.
You can use PIC-RAT to evaluate your use of iPads in your lessons and to help you design learning experiences that take advantage of the technology to really help students develop their creativity and problem solving.
When Passive the students are the audience and they are watch what his happening, such as watching a Youtube video. When they are Interactive students are interacting with the technology such as completing a work sheet on the screen, completing an assessment of playing an learning game.
When engaged Creatively with technology students are using the technology to create learning solutions that represent their understandings and solve problems.
By combining PIC and RAT we have a matrix where each square represents a different use of technology and level of student use. No squares a bad - being passive is appropriate sometimes, but ideally we want students to be more active and creative.
You can use PIC-RAT to evaluate your use of iPads in your lessons and to help you design learning experiences that take advantage of the technology to really help students develop their creativity and problem solving.