THE SAMR MODEL AND BLOOMS TAXONOMY AS A FRAMEWORK FOR EVALUATING TECHNOLOGY INTEGRATION AT UNIVERSITY LEVEL

http://dx.doi.org/10.31703/gesr.2021(VI-IV).01      10.31703/gesr.2021(VI-IV).01      Published : Dec 4
Authored by : Zia Ur Rehman , Wajeeha Aurangzeb

01 Pages : 1-11

References

  • Abdullah, M. R. T. L., & Siraj, S. (2014). Interpretive Structural Modeling of mLearning Curriculum Implementation Model of English Language Communication Skills for Undergraduates. Turkish Online Journal of Educational Technology- TOJET, 13(1), 151-161.
  • Amer, H., & Ibrahim, W. (2014, April). Using the iPad as a pedagogical tool to enhance the learning experince for novice programing students. In 2014 IEEE Global Engineering Education Conference (EDUCON) (pp. 178- 183). https://doi.org/10.1109/EDUCON.2014.6826 087
  • Anastasiades, P., & Zaranis, N. (Eds.). (2016). Research on e-learning and ICT in education: technological, pedagogical and instructional perspectives. Springer.
  • Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
  • Aprinaldi, A., Widiaty, I., & Abdullah, A. G. (2018, November). Integrating SAMR learning model in vocational education. In IOP Conference Series: Materials Science and Engineering 434(1), p. 012309). IOP Publishing.
  • Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20(24), 1.
  • Caukin, N., & Trail, L. (2019). SAMR: A tool for reflection for Ed Tech integration. International Journal of the Whole Child, 4(1), 47-54.
  • Chell, G., & Dowling, S. (2013). Substitution to redefinition: The challenges of using technology. Research Gate. https://www.rese archgate.net/publication/268446012_Substit ution_to_Redefinition_The_Challenges_of_U sing_Technology
  • Christensen, R., Eichhorn, K., Alayyar, G., Baker, R., D'Souza, P., Pangeni, S. K., & Uvarov, A. (2017). Professional development for technology-enhanced learning leaders: summary report.
  • Churches, A. (2010). Bloom's digital taxonomy. Burtons Life Learning. http://burtonslifelearning.pbworks.com/w/fle/fetch/26327358/BloomDigitalTaxonomy2 001.pdf
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge. p.104
  • Durham, P., Morrison, G. R., & Ross, S. M. (1995). Technology training of 21st century classroom teachers. Tennessee Educational Leadership. 22(11) 41-45.
  • Ely, D. (1999). Toward a philosophy of instructional technology: Thirty years on. British Journal of Educational Technology, 30(4), 305-310. https://doi.org/10.1111/1467-8535.00120
  • Gezgin, D. M., Adnan, M., & Guvendir, M. A. (2018). Mobile learning according to students of computer engineering and computer education: A comparison of attitudes. Turkish Online Journal of Distance Education, 19(1), 4-17. https://doi.org/10.17718/tojde.382653
  • Green, L. S. (2014). Through the looking glass: Examining technology integration in school librarianship. Knowledge Quest, 43(1), 36-43. Online. http://link.galegroup.com.uproxy.library.dc -uoit.ca/apps/doc/A
  • Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73. https://doi.org/10.1080/00377996.2015.11243 76
  • Hockly, N. (2016). Focus on learning technologies. Oxford University Press.
  • Johnson, L., Adams Becker, S., Cummins, M., Estrada V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 K-12 Edition. Austin, Texas: The New Media Consortium. NMC http://www.nmc.org/pdf/2013-horizon- report-kl2.pdf
  • Jude, L. T., Kajura, M. A., & Birevu, M. P. (2014). Adoption of the SAMR model to asses ICT pedagogical adoption: A case of Makerere University. International Journal of e- Education, e-Business, e-Management and e-Learning, 4(2), 106. https://doi.org/10.7763/IJEEEE.2014.V4.312
  • Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769-781. https://doi.org/10.1007/s10639-014-9353-5
  • Laurillard, D. (2002). Rethinking university teaching a framework for the effective use of educational technology. London: Routledge Falmer.
  • Minshew, L., Caprino, K., Anderson, J., Justice, J., & Bolick, C. (2014, March). Teacher efficacy in 1: 1 tablet integration. In Society for Information Technology & Teacher Education International Conference (pp. 1681-1686). Association for the Advancement of Computing in Education (AACE).
  • Morrison, G. R., Lowther, D. L., & DeMeulle, L. (1999). Integrating computer technology into the classroom. New Jersey: Prentice-Hall, Inc.
  • Netolicka, J., & Simonova, I. (2017). SAMR model and bloom's digital taxonomy applied in blended learning/teaching of general English and ESP. In 2017 International Symposium on Educational Technology (ISET) (pp. 277-281). IEEE.
  • Nyayu, S. Y., Heru, S., & Masagus, S. (2019). The Use of Technology Integration SAMR Model in Teaching English. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(1). https://doi.org/10.24256/ideas.v7i1.720
  • Patton, D. L. (2015). A phenomenological narrative of teachers' implementation of 1: 1 technology integration based on the SAMR model. Lamar University-Beaumont.
  • Pfeiffer, V. D., Gemballa, S., Jarodzka, H., Scheiter, K., & Gerjets, P. (2009). Situated learning in the mobile age: Mobile devices on a field trip to the sea. ALT-J, 17(3), 187-199. http://dx.doi.org/10.1080/0968776090324766 6
  • Postman, N. (1993). Technology: The surrender of culture to technology. New York Vintage Books.
  • Puentedura, R. R. (2013). SAMR-Beyond augmentation: Methods for reaching modification and redefinition. Hippasus. http://www.hippasus.com/rrpweblog/archi ves/2013
  • Puentendura, R. R. (2010). A Brief Introduction to TPCK and SAMR. Online. http://hippasus.com/rrpweblog/archives/20 15/10/SAMR_ABriefIntro.pdf
  • Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Journal of Asynchronous Learning Networks, 18(2). Online https://www.learntechlib.org/p/183753/
  • Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Bloomington, In: Association for Educational Communications and Technology.
  • Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.
  • Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), 1-12. https://doi.org/10.4018/jmbl.2009010101
  • Tusubira, F. F. (2005). Supporting university ICT developments: The Makerere university experience. Africa Development: A Quarterly Journal of CODESRIA, 30(1-2), 86-97. https://doi.org/10.1007/978-0-387-93847- 9_8ER
  • Wagner, T. (2015). The Other 21st Century Skills: Educator Self-Assessment. Online https://usergeneratededucation.wor dpress.com/2015/01/16/
  • World Bank. (2002),
  • Zhao, Y. (2009). Comments on the common core standards initiative. AASA Journal of Scholarship & Practice, 6(3), 46-54.

References

  • Abdullah, M. R. T. L., & Siraj, S. (2014). Interpretive Structural Modeling of mLearning Curriculum Implementation Model of English Language Communication Skills for Undergraduates. Turkish Online Journal of Educational Technology- TOJET, 13(1), 151-161.
  • Amer, H., & Ibrahim, W. (2014, April). Using the iPad as a pedagogical tool to enhance the learning experince for novice programing students. In 2014 IEEE Global Engineering Education Conference (EDUCON) (pp. 178- 183). https://doi.org/10.1109/EDUCON.2014.6826 087
  • Anastasiades, P., & Zaranis, N. (Eds.). (2016). Research on e-learning and ICT in education: technological, pedagogical and instructional perspectives. Springer.
  • Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
  • Aprinaldi, A., Widiaty, I., & Abdullah, A. G. (2018, November). Integrating SAMR learning model in vocational education. In IOP Conference Series: Materials Science and Engineering 434(1), p. 012309). IOP Publishing.
  • Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20(24), 1.
  • Caukin, N., & Trail, L. (2019). SAMR: A tool for reflection for Ed Tech integration. International Journal of the Whole Child, 4(1), 47-54.
  • Chell, G., & Dowling, S. (2013). Substitution to redefinition: The challenges of using technology. Research Gate. https://www.rese archgate.net/publication/268446012_Substit ution_to_Redefinition_The_Challenges_of_U sing_Technology
  • Christensen, R., Eichhorn, K., Alayyar, G., Baker, R., D'Souza, P., Pangeni, S. K., & Uvarov, A. (2017). Professional development for technology-enhanced learning leaders: summary report.
  • Churches, A. (2010). Bloom's digital taxonomy. Burtons Life Learning. http://burtonslifelearning.pbworks.com/w/fle/fetch/26327358/BloomDigitalTaxonomy2 001.pdf
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge. p.104
  • Durham, P., Morrison, G. R., & Ross, S. M. (1995). Technology training of 21st century classroom teachers. Tennessee Educational Leadership. 22(11) 41-45.
  • Ely, D. (1999). Toward a philosophy of instructional technology: Thirty years on. British Journal of Educational Technology, 30(4), 305-310. https://doi.org/10.1111/1467-8535.00120
  • Gezgin, D. M., Adnan, M., & Guvendir, M. A. (2018). Mobile learning according to students of computer engineering and computer education: A comparison of attitudes. Turkish Online Journal of Distance Education, 19(1), 4-17. https://doi.org/10.17718/tojde.382653
  • Green, L. S. (2014). Through the looking glass: Examining technology integration in school librarianship. Knowledge Quest, 43(1), 36-43. Online. http://link.galegroup.com.uproxy.library.dc -uoit.ca/apps/doc/A
  • Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73. https://doi.org/10.1080/00377996.2015.11243 76
  • Hockly, N. (2016). Focus on learning technologies. Oxford University Press.
  • Johnson, L., Adams Becker, S., Cummins, M., Estrada V., Freeman, A., & Ludgate, H. (2013). NMC Horizon Report: 2013 K-12 Edition. Austin, Texas: The New Media Consortium. NMC http://www.nmc.org/pdf/2013-horizon- report-kl2.pdf
  • Jude, L. T., Kajura, M. A., & Birevu, M. P. (2014). Adoption of the SAMR model to asses ICT pedagogical adoption: A case of Makerere University. International Journal of e- Education, e-Business, e-Management and e-Learning, 4(2), 106. https://doi.org/10.7763/IJEEEE.2014.V4.312
  • Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769-781. https://doi.org/10.1007/s10639-014-9353-5
  • Laurillard, D. (2002). Rethinking university teaching a framework for the effective use of educational technology. London: Routledge Falmer.
  • Minshew, L., Caprino, K., Anderson, J., Justice, J., & Bolick, C. (2014, March). Teacher efficacy in 1: 1 tablet integration. In Society for Information Technology & Teacher Education International Conference (pp. 1681-1686). Association for the Advancement of Computing in Education (AACE).
  • Morrison, G. R., Lowther, D. L., & DeMeulle, L. (1999). Integrating computer technology into the classroom. New Jersey: Prentice-Hall, Inc.
  • Netolicka, J., & Simonova, I. (2017). SAMR model and bloom's digital taxonomy applied in blended learning/teaching of general English and ESP. In 2017 International Symposium on Educational Technology (ISET) (pp. 277-281). IEEE.
  • Nyayu, S. Y., Heru, S., & Masagus, S. (2019). The Use of Technology Integration SAMR Model in Teaching English. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(1). https://doi.org/10.24256/ideas.v7i1.720
  • Patton, D. L. (2015). A phenomenological narrative of teachers' implementation of 1: 1 technology integration based on the SAMR model. Lamar University-Beaumont.
  • Pfeiffer, V. D., Gemballa, S., Jarodzka, H., Scheiter, K., & Gerjets, P. (2009). Situated learning in the mobile age: Mobile devices on a field trip to the sea. ALT-J, 17(3), 187-199. http://dx.doi.org/10.1080/0968776090324766 6
  • Postman, N. (1993). Technology: The surrender of culture to technology. New York Vintage Books.
  • Puentedura, R. R. (2013). SAMR-Beyond augmentation: Methods for reaching modification and redefinition. Hippasus. http://www.hippasus.com/rrpweblog/archi ves/2013
  • Puentendura, R. R. (2010). A Brief Introduction to TPCK and SAMR. Online. http://hippasus.com/rrpweblog/archives/20 15/10/SAMR_ABriefIntro.pdf
  • Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Journal of Asynchronous Learning Networks, 18(2). Online https://www.learntechlib.org/p/183753/
  • Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Bloomington, In: Association for Educational Communications and Technology.
  • Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.
  • Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), 1-12. https://doi.org/10.4018/jmbl.2009010101
  • Tusubira, F. F. (2005). Supporting university ICT developments: The Makerere university experience. Africa Development: A Quarterly Journal of CODESRIA, 30(1-2), 86-97. https://doi.org/10.1007/978-0-387-93847- 9_8ER
  • Wagner, T. (2015). The Other 21st Century Skills: Educator Self-Assessment. Online https://usergeneratededucation.wor dpress.com/2015/01/16/
  • World Bank. (2002),
  • Zhao, Y. (2009). Comments on the common core standards initiative. AASA Journal of Scholarship & Practice, 6(3), 46-54.

Cite this article

APA

    APA : Rehman, Z. U., & Aurangzeb, W. (2021). The SAMR Model and Bloom's Taxonomy as a Framework for Evaluating Technology Integration at University Level. Global Educational Studies Review, VI(IV), 1-11. https://doi.org/10.31703/gesr.2021(VI-IV).01

CHICAGO

    CHICAGO : Rehman, Zia Ur, and Wajeeha Aurangzeb. 2021. "The SAMR Model and Bloom's Taxonomy as a Framework for Evaluating Technology Integration at University Level." Global Educational Studies Review, VI (IV): 1-11 doi: 10.31703/gesr.2021(VI-IV).01

HARVARD

    HARVARD : REHMAN, Z. U. & AURANGZEB, W. 2021. The SAMR Model and Bloom's Taxonomy as a Framework for Evaluating Technology Integration at University Level. Global Educational Studies Review, VI, 1-11.

MHRA

    MHRA : Rehman, Zia Ur, and Wajeeha Aurangzeb. 2021. "The SAMR Model and Bloom's Taxonomy as a Framework for Evaluating Technology Integration at University Level." Global Educational Studies Review, VI: 1-11

MLA

    MLA : Rehman, Zia Ur, and Wajeeha Aurangzeb. "The SAMR Model and Bloom's Taxonomy as a Framework for Evaluating Technology Integration at University Level." Global Educational Studies Review, VI.IV (2021): 1-11 Print.

OXFORD

    OXFORD : Rehman, Zia Ur and Aurangzeb, Wajeeha (2021), "The SAMR Model and Bloom's Taxonomy as a Framework for Evaluating Technology Integration at University Level", Global Educational Studies Review, VI (IV), 1-11

TURABIAN

    TURABIAN : Rehman, Zia Ur, and Wajeeha Aurangzeb. "The SAMR Model and Bloom's Taxonomy as a Framework for Evaluating Technology Integration at University Level." Global Educational Studies Review VI, no. IV (2021): 1-11. https://doi.org/10.31703/gesr.2021(VI-IV).01