Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework

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. The framework is currently being refined 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. Theoretical Orientation We view technology use as a means to some pedagogical and curricular end – that acknowledges the specific and unique motivation (Bruce, 1996; Mitra, 1998) underlying a teacher’s choice to use technology. Looking deeper to what end technology serves rather than simply focusing on the variety and number of software programs teachers use will yield representations of teachers’ technology use more accurately than in past research. Simply identifying the technological applications in use does not help the field think about the role(s) of technology in education. Teachers are in great need of evaluative frameworks for assessing and guiding their own accomplishments with technology integration. Research has shown that preservice teachers have difficulty developing new technology-integrated lessons after completing their licensure programs (Doering, Hughes, & Huffman, 2003), and inservice teachers are provided a plethora of example lessons but no strategies for determining if the lessons are worthwhile for adoption. Our theoretical framework described below is aimed to assist both preservice and inservice teachers in making technology integration adoption decisions.