Integrating Technology that Uses Modified SAMR Model as a Pedagogical Framework in Evaluating Learning Performance of Undergraduates

Abstract

This is a case study on the integration of technology using a modified SAMR (Substitution, Augmentation, Modification, Redefinition) model as a pedagogical framework in teaching and learning in a private college in Melaka, Malaysia on a chosen topic in Business Communication. The study was conducted in Summer, 2019. This is a quantitative study with two groups which are control and experimental groups. The control group had gone through the traditional teaching method while the experimental group learned through technology. The model was incorporated with Bloom's Taxonomy and TPACK for credibility and reliability. All four stages of the SAMR Model were investigated for the presence of content, pedagogy, and technology. The study identified that there was the presence of content, pedagogy, and technology in the stages of augmentation, modification, and redefinition while pedagogy and content were absent in the substitution level. However, the integration of technology using the proposed pedagogical framework improved student performance in the last three stages of augmentation, modification, and redefinition with positive results. Overall, the study has evidence that the modified SAMR Model had enhanced and improved student performance. It is hoped that the outcome of this research provides valuable insight and guidance to those who want to integrate technology into the teaching and learning process.

Students Perception in Technology Integration and its Alignment within the ISTE Standards

“…Finally, under the Redefinition stage, students were required to do a recorded presentation and upload them in YouTube. Overall, students' performance was found positive (R. Sudha Nair & Tay Choo Chuan, 2021).…”

“…Other scholars describe technology integration in terms of types of teachers' computer use in the lecture rooms, like students doing Internet searches and multimedia presentations, Collecting and interpreting data for projects (Cuban, Kirkpatrick, & Peck, 2001). Technology integration is also referred to the blending of computer-based tools with learning and instructional activities that provide a richer teaching and learning environment (R. Sudha Nair & Tay Choo Chuan, 2021).…”

“…It was also claimed to help educators strive to personalize learning and help students visualize complex concepts. Sudha and Tay Choo Chuan (2021) that at the Substitution level, one is replacing an older technology in doing exactly the same activities one had done in their previous classroom. It may stage for future development however it will not form a significant impact on student outcome at this level.…”

“…The syllabus remains the same, but the approach used to teach the syllabus is modified so that the students can accomplish new goals which they were unable to do previously. Finally, the redefinition tier provides freedom for an educator to replace some of the old methods with newer effective ideas of teaching with the use of technology to gain students' interest (R. Sudha Nair & Tay Choo Chuan, 2021).…”

Applying Blooms Revised Taxonomy on Information and Communication Technology Skills of University Faculty Members

“…Integrating technology in classroom environment can quickly increase learning benefits, increasing motivation or curiosity and collaboration through interaction [41]. Benefits like some of the activities or processes that use technology in greater way can be best understood using this model [42]. And easy automation when some processes use technology is another benefit that comes which this model [41].…”