Technology Integration Framework

  My current organization provides limited access to some of our residents. These restrictions are imposed either due to court order, restriction ordered by their psychiatric team, or due to the residents own level of comprehension in using technology. So going forward we will explore these issues in relation to what the schools in Sequoyah County schools outline within their technology integration frameworks.     

    For the school which I would most like to serve when I become qualified to teach, Central Public School, is not something I can access through standard search procedures without having direct access to their policies and practices. However, Sallisaw Public Schools, utilizes Title II Part D for their program who’s purpose is “to support a comprehensive system, as demonstrated by the District Technology Plan, for the acquisition and use by elementary and secondary public schools of technology, technology enhanced curricula, instruction, professional development activities focused on the use of technology as an instructional tool, administrative support resources, and services to improve the delivery of educational services” ‌(Schools, 2022). 

The PIC-RAT model frames the technology integration by asking and assessing 1) the student’s relationship with technology and 2) how the educator incorporates the technology into their pedagogical practice ‌(Kimmons, 2017). One of the examples it gives is as simple as moving from handwritten notes on the board to a powerpoint presentation to present students with the desired information of instruction. This change may increase student interest but still remains a passive tool for teachers to convey information. Another example presents a more dynamic method engagement by having students develop a creative writing blog with which brings peers, parents, and the online community into engagement. Dr. Kimmons states that the most common technology integration model is TPACK in which hybrid domains are created in a way to deliver specified knowledge in a meaningful way ‌(Kimmons, 2017). 

    Either one of these models would be a harmonious enhancement to what we have in place in relation to Sallisaw Public Schools’ technology integration model. And in fact may already be in use by other educators within the establishment. The questions I have, having not had the privilege of engaging in pedagogical practices with students, are how do these models simplify or complicate an educators role, and are they easier for newer educators just coming into education or harder for more seasoned educators who may not have the digital literacy needed for integration?

    For me personally, I can see the benefits and value of both. After reviewing them I could even develop a method to bring the two models together through trial and error to find the best combination to enhance student engagement and retention. Some students are visual learners and some may be audio learners, but by bringing the two together may better connect both students with the content. Now I’m going to use a hybrid source here for ISTE, but this model seems very complimentary to the Creative Communicator (1.6/6) where the integration of technology within this model may inspire students to seek out other effective technologies by example to reach the same goal 1.6a, Students can either create 6.b, or remix and repurpose resources into new things 1.6.b. It provides students who may have expression issues with a new method for communication for conveying complex ideas 6.c/1.6.c. And those ideas can be communicated in either traditional or more customized methods 6.d/1.6d (ISTE, 2024).

    I cannot really formulate an opinion whether the model/framework aligns with OTLEES which is the tool which Oklahoma uses in evaluating their educators and leadership because I have never been evaluated through it. 


Sources Cited:


Schools, S. P. (2022). Sallisaw Public Schools. Sallisawps.org. https://www.sallisawps.org/222225_2


Kimmons, R. (2017). K-12 Technology Frameworks. Pressbooks.pub. https://pressbooks.pub/lidtfoundations/chapter/k-12-technology-frameworks/


ISTE. (2024). ISTE standards: For students. ISTE. https://iste.org/standards/students

Comments

  1. FitzpatrickAugust 24, 2025 at 1:22 PM

    In my experience the TPAK model is the best at helping maintain a balanced relationship between pedagogy, content and technology. Many of the other models don't always keep those three in mind in the development of lessons. It also helps keep the focus on what is being learned not on what tool should you be using. Some of the other models look the pedagogical portion and focus on the tech and content areas.

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