SAMR framework for study technology integration in science education

Dina Tsybulsky, Ilya Levin

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


The main changes in science education initiated by Information and Communication Technologies (ICT) are associated with advances in a number of educational technologies: Microcomputer Based Lab; Modeling and Simulation; Mobile Technology; Networked Learning; Mixed-Reality Technology.
The advances define the changes in science education and, consequently, gained broad attention of educational researchers. Despite the abundance of opinions, approaches, and interpretations of the changes in science education, two key alternative interpretations explain the ICT integration phenomenon. The first
interpretation considers ICT as a tool for enhancing classical science education by providing different emerging technological means. In contrast, an alternative interpretation considers ICT much wider than a tool. Supporters of this interpretation perceive thus digital science class as a new phenomenon
in education, since the mentioned technologies changed the class qualitatively, brought to it a new essence, which is not just a sum of the added technologies. In our research, we have chosen the second interpretation as our assumption.
We hypothesize that the changes of teachers’ worldview are vital for their understanding the role of technology in science education in its transformative stage. To check this hypothesis we propose a new conceptual framework for study and analysis the ICT integration phenomenon in science education. The proposed framework is a modification of SAMR (Substitution, Augmentation, Modification, and Redefinition) model for perception of technology. Our
modified SAMR framework can be used for assessing the teachers’ worldview regarding ICT integration in science education. Specifically, the teachers’ awareness about such kind of assessment opens a way for their reflexing and improving their own teaching, which in turn affects their learners.
An initial study of the proposed framework was conducted with a group of eighteen teachers in the School of Education at Tel Aviv University, who had undergone a specific training course. The initial study has confirmed our hypothesis and indicated the high efficiency of the proposed framework.
Original languageEnglish
Title of host publicationNew perspectives in science education conference proceedings of the 5 th edition
Number of pages5
StatePublished - 17 Mar 2016


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