Two Technology Frameworks : Their Use in Lesson Design (Journal Article)

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Abstract: Many teachers reported improved skills in using technology as a direct result of teaching virtually during the pandemic (Bushweller, 2020). We wondered which uses of technology would continue as teachers transitioned back into face-to-face classrooms. Recognizing that mere incorporation of technology into instruction does not guarantee enriched learning (National Council of Teachers of Mathematics, 2014), we also wondered what frameworks were available to support making purposeful decisions regarding the incorporation of technology into mathematics lessons. Having used the mobile-learning or m-learning framework (Kearney et al., 2012) and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model (Puentedura, 2013) separately in other contexts (see Barlow et al., 2020; Barlow & Groves-Scott, 2020), we hypothesized that these frameworks taken together might be useful in this way.