The RAT framework

Week 2

RAT model

The RAT Hughes (2006) model can be used to assist us as teachers in implementing ICTs into our teaching instruction, learning and curriculum. This allows  us to have a clear framework to ensure we are not merely replacing with ICT’s but enhancing learning or saving time using ICT’s or completely transforming the process of product from the original.

The Rat model stands for:

Replacement

Amplification

Transformation

Recently while working with grades one and three during my teaching assistant/aide work I helped the children as they used Ipads to create a basic code for their character to perform a set of functions ( dance, jump etc.), as part of their technology learning. From my understanding of the RAT model this would be considered transformation of learning and curriculum as ICTs were being used in order to completely change the way their coding was taught and provided for changed curriculum. However the children I worked with in the prep classroom used the Ipads for Mathletics/Reading eggs programs and therefore I would consider these to be perhaps an amplification of teaching instruction and learning as it enabled the children to accomplish more independently than they would have with worksheets or non ICT equipment.  Please feel free to comment on this as I feel I am still learning and am a little confused on this and would love some feedback.

References

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2006 (pp. 1616-1620). Orlando, Florida: AACE. Retrieved from http://www.editlib.org/p/22293/

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One thought on “The RAT framework

  1. You are not alone there. I find the theory of the RAT framework makes a lot of sense and I can even connect the (T)ransforming part to Bloom’s taxonomy of higher order thinking. But applying it in practice (there’s that Bloom again!!) is a whole other kettle of fish. So much of the ICT introduced in this course is all so new to me and I myself am still at the stage of understanding (Bloom again) the simple (R)eplacement of ICT for traditional methods. It’s difficult but exciting too. I feel much of ICT use automatically (A)mplifies student learning because it simply has broader capabilities for students (and teachers). I think that because so much is still so new to me it’s a big leap from understanding to applying. I have a guide to Bloom’s Taxonomy that relates to ICT and what ICT matches which level of Blooms …. but you may want to check out Barb’s blog https://barbc.blog/author/barbictlearningedc3100/ – she has a lovely list of terms matching ICT to the different Blooms levels. It’s really useful but also a little daunting as there’s terms there I’ve never before heard. Part of the learning experience.

    Liked by 1 person

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