Hughes (2006) developed the Replacement, Amplification, and Transformation Framework for assessing technology integration. In analyzing the framework, Hughes looks specifically at the teachers choice of integrating technology and the end that technology serves. Hughes (2006), created three categories: Technology as Replacement, Technology as Amplification, and Technology as Transformation.
Technology As Replacement is when technology is used to replace a current process, goal or learning process (Hughes, 2006). Example, an English teacher underlines text in a word processed document, similar to circling the correct work with a pencil on a worksheet. Instructional Method-SAME, Learning Process-SAME, Content goals-SAME.
Technology as Amplification is when technology is used to amplify a current practice (Hughes, 2006). At this stage Hughes states, "try to make what exists more efficient and effective without disturbing the basic organizational features." Example, an English teacher creates all of her documents for class with a word processing program and archives them from semester to semester to utilize them each year. This is more efficient that using written documents and recreating them each semester. Instructional Method-SAME, Learning Process-SAME, Content goals-SAME.
Technology as Transformation is when technology transforms the method, learning process, and goals (Hughes, 2006). This promotes a new way of thinking, new goals, considering new alternatives, and new opportunities for technology integration (Hughes, 2006). Example, an English teacher integrating StorySpace into the course where students write their stories online which provided clearer instructions and illustrations, multiple text views and promoted students to transform. This incorporation changed the method, learning goals, and process.
Moving from Replacement, to Amplification, and ultimately Transformation isn't an easy task, but is one that educators are moving to daily.
EXAMPLE IN MY JOB FIELD AS AN ADVISOR.....
In the field of higher education, the college level is seeing a dramatic increase in the integration of technology in the classroom. As an Academic Advisor, I am indirectly teaching students how to effectively transition into the college setting from high school. The typical current process consists of emailing students informing them they have a hold on their record; requiring the to come in for a 20 minute advising appointment; students need to bring a copy of their APAS Report, Program Worksheet, and a list of courses they plan to take next semester; we meet and discuss the current semester and how its good and what is planned for next semester. This is done over and over again for as many as 300 students. When looking at the RAT Framework I have worked on moving from the paper copies, to web copies and ultimately an online learning module.
Technology as Replacement happened last year when I recommended for students to bring their laptops and together we looked up the APAS Report and they were required to electronically fill out their program worksheet and save it to their computer. This program worksheet included checking off the courses already completed and indicating the courses that they were taking the next semester. The students were still required to have the same learning goals, process, but the method changed slightly.
Technology as Amplification this is when I started requiring students to utilize the new Graduation Planner software to plan their courses they are going to be taking over the next 4 years. They were required to look at the program worksheet and APAS report and eletronically plan their four year.
Technology as Transformation is what I have currently implemented this semester. Prior to advisement students are required to complete an online module to learn about the module and complete their graduation planner. At this stage students are more responsible for learning the information prior to the appointment.
2 comments:
Nice Analysis Lisa,
It was easy to see the framework being progressed through your job. Hughes (2006) framework allows for the progression to be individualized. There is no required time frame from integrating technology like from replacement to amplification. What encouraged you to make this change? Is it because you felt you had to? Where you getting pressure from above?(employer) Did all the advisors at UMD implement the online learning module? I am just curious because for coaching, technology at the Transformation is vital in keeping up with the Joneses.
Jess,
I found that I was saying the same thing over and over to each student. And the repetitive conversation about the "must knows" was taking away from the time we could be talking about how college is going and getting to know one another better. So I brainstormed different ideas and thought that creating this module would work to give them the basics and I would not have to repeat stuff as frequently.
I have found students learn it on their own and some do need some clarification or some more guidance. And online delivery doesn't work for all, but there was a pretty big percentage of students to really learn well and come prepared but some need a little bit more in person guidance and then complete the module on their own after our appointment.
For most, students have come more prepared and understand the basic information about their major, how to use gradplanner, where to plan their information, and what to bring to their appointment and just an overall understanding of their expectations.
Others are starting to build similar tools, but I was the first to build one at UMD and there was no pressure from anywhere. It was simply a self initiated project to help make advising more efficient.
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