Only recently I have been exposed to the “RAT model” (Jones, 2016) of replacement, amplification and transformation within an ICT teaching framework. Firstly I had no idea what this model was all about and it seemed rather confusing. As time went by I have discovered that a teacher or anybody in fact, can in this case use the “RAT model” (Jones, 2016) as an ICT Pedagogical framework.
If ICT was taken from the lesson, could the student still learn? If yes, then this is called the replacement component of the “RAT Model” (Jones, 2016). The next component is referred to as amplification. Meaning that through the use of ICT in the classroom increase learning is fast, efficient and current to the time of learning. Lastly, the transformation component is a very exciting aspect of the “RAT model” (Jones, 2016) as student learning is actually transformed by the use of ICT within the classroom. An example of this is when remote students connect with other students or teachers via Face Time or other live communication platforms. Without ICT this transformation could not take place thus restricting student learning.
Reflecting on the “RAT model” (Jones, 2016) has made me more aware of the way in which ICT is directed within the classroom and how the students use ICT to engage in active learning.
So next time you are producing an ICT lesson it might just be worthwhile to study the “RAT model” (Jones, 2016) and reflect if the lesson you are about to teach really incorporates ICT to the point where students are actively engaged.
I have included a link to a very interesting article on technology integration.
Jones, D. (2016). ICT and pedagogy. I smell a RAT. Retrieved March 18, 2016 from http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=538773&chapterid=35307
Kimmons, R., Miller, B.G., Amador, J., David, D., & Hall, C. (2015). Technology integration coursework and finding meaning in pre-service teachers’ reflective practice. Education Tech Research Dev, 63, 809–829. doi:10.1007/s11423-015-9394-5