From Theory to Practice: A Framework for Inclusive Technology Integration in Education | ||||
| International Journal of Instructional Technology and Educational Studies | ||||
| Article 2, Volume 5, Issue 1, January 2024, Page 1-6 PDF (433.22 K) | ||||
| DOI: 10.21608/ihites.2024.380764 | ||||
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| Author | ||||
| Adenike Enitan Adeshina | ||||
| Department Of Educational Technology, Faculty Of Education, University Of Ilorin, Ilorin, Nigeria | ||||
| Abstract | ||||
| Technology integration in Education has become increasingly important in today's digital age to enhance student learning experiences and outcomes. Two widely recognized frameworks are often used to guide educators in this process: SAMR (Substitution, Augmentation, Modification, Redefinition) and UDL (Universal Design for Learning). The SAMR framework focuses on enhancing technology integration by categorizing it into four levels: substitution, augmentation, modification, and redefinition. On the other hand, UDL aims to support diverse learners through its three principles: multiple means of representation, action and expression, and engagement. This essay aims to integrate these two frameworks - SAMR and UDL - into a new conceptual framework that combines their strengths while addressing the limitations they may have. We seek to offer benefits for students regarding learning outcomes, educators regarding instructional practices, and educational institutions regarding improved student outcomes. In Education, a conceptual framework provides a foundation for understanding, organising, and interpreting educational concepts, practices, and research. It serves as a guiding framework that helps educators, researchers, and policymakers make sense of complex educational phenomena and informs their decision-making and practice. Conceptual frameworks in Education are essential for creating a shared language, understanding, and approach to various educational issues. This study will review the SAMR Model (Substitution, Augmentation, Modification, Redefinition) and the Universal Design for Learning (UDL) framework to produce a unique framework that integrates the positive aspects of both frameworks, emphasizing the synergy between the two frameworks and their combined focus on enhancing teaching and learning through technology integration and inclusive design. | ||||
| Keywords | ||||
| Conceptual framework; SAMR Model; UDL Model; Technology Integration; Learning Disabilities | ||||
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