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RAT Question Guide: Using the Replacement, Amplification, and Transformation Framework in action

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This downloadable question guide can help districts, schools, or individuals identify the important dimensions of the teaching and learning process and THEN use those dimensions to explore how the use of technology impacts these dimensions. I use this guide in my consulting with schools and districts (and in my graduate-level teaching) to support the change process related to educational technology integration and transformation.

Please note this is Copyrighted. Please contact me for use.

For more information see the RAT Slides: http://www.slideshare.net/joanhughes/rats-lides
or
The RAT article: http://www.slideshare.net/joanhughes/hughes-scharber-site2006
or
A presentation that puts RAT in context with school change and professional learning: http://www.slideshare.net/joanhughes/transformative-technology-integration-in-classrooms

Published in: Education, Technology
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RAT Question Guide: Using the Replacement, Amplification, and Transformation Framework in action

  1. 1. R.A.T. Question Guide This guide helps you, the teacher, self-assess your use of technology in particular lessons of interest. The answers to these questions will assist you in determining if the technology is replacing, amplifying, or transforming your lesson. In Joan’s PowerPoint, you were shown three Educational Themes of interest: Instruction, Student Learning, and Curriculum with explanatory dimensions listed below each theme (see Table 1). By yourself or in coordination with others in your school or district, you can add other important dimensions related to instruction, learning and curriculum in a new table specialized for your school/district.* Table 1: Dimensions of Educational Themes Dimensions of Instructional Methods Teacher’s role in instruction Dimensions of Student Learning Processes Learning Activity/task Interaction with students Thinking process – mental process Assessment of students Instructional Preparation Knowledge Transfer Task milieu (individual, small group, whole-class, others) Student Motivation Administrative tasks related to Instruction (e.g., grading) Dimensions of Curriculum Goals “Curricular Knowledge” to be gained, learned, or applied by student “Curricular Experience/Process” to be gained, learned, or applied by student Student Attitudes Add Your Own or School/District-specific Dimensions Below* School/district-specific School/district-specific School/district-specific Dimensions* Dimensions Dimensions School/district-specific School/district-specific School/district-specific Dimensions Dimensions Dimensions After you have a chart of dimensions related to Instruction, Student Learning, and Curriculum (or use the one created here), you can ask and answer a series of questions related to those dimensions in order to gain a better understanding of how technology plays a role in a specific lesson, task, or unit. You will want to write down the answers to these questions so that you can consult them again in the next phase of the R.A.T. analysis. Following are suggested questions you can use. You should create questions for the specific dimensions you added to the Table above. © Joan E. Hughes, Ph.D. Contact: joanh@austin.utexas.edu
  2. 2. Once you’ve answered the questions relating to the dimensions important to you and/or your school/district, you assess each theme collectively, as opposed to each dimension at a time. So overall, do the answers to your questions regarding technology’s role in instruction indicate if the technology serving in a replacement, amplification, or transformation role? What lesson are you assessing? Questions related to Instruction • Describe the teacher’s role in the instruction (e.g., lecture, informal guidance, etc.). Does technology play a role in the teacher’s instructional roles? If so, describe. • How does the teacher interact with students (e.g., Q&A, discussion, minimal, student-led activities etc.)? Does technology play a role in how this teacher interacts with students? If so, please describe. • What kinds of assessments is the teacher using during instruction to gauge progress? Does technology play a role in this assessment? If so, describe. • What processes and strategies does the teacher engage in to prepare for instruction (e.g., use a textbook, develop new materials, borrow materials from colleagues etc.)? Does technology play a role in such instructional preparation? If so, describe. • Did the teacher engage in any administrative tasks related to instruction of this lesson (e.g., taking attendance, marking grades, accommodating Individual Education Plans (IEPs) or other special needs etc.)? Does technology play a role in this administrative work? If so, describe. Questions related to Student Learning • What is the nature of the learning activity or task(s) in which students engaged? [Describe] If the use of technology was involved in the learning activity/tasks, describe its role. • How do students mentally process information to be learned in this lesson/task? [Describe] Did technology impact this mental processing in any way? If so, describe. © Joan E. Hughes, Ph.D. Contact: joanh@austin.utexas.edu
  3. 3. • Do students build a capacity to transfer their learning and knowledge to other situations that are dissimilar from what they did in class but require application of the same knowledge? Did any use of technology play a role in developing this capacity? If so, describe. • How are student groupings identified for task activities? Does technology play a role in student groupings? If so, describe. • What are students’ intrinsic or extrinsic motivations to learn in this lesson/task? Does use of technology impact students’ motivation? If so, describe. • What are students’ attitudes toward the content, the teacher, or the task(s)? Does use of technology impact students’ attitudes? If so, please describe. Questions related to Curriculum • For students completing this lesson or task, what curricular objectives, knowledge, or standards would they meet, develop, or accomplish? [Describe. It may be helpful to consult national standards for your subject area, such as NCTM for mathematics or NCTE for English and/or consult your state curricular standards for your subject area and grade level.] Did technology used in this lesson play a role in these objectives, knowledge, or standards (e.g., no role, peripheral role, intimate role)? • For students completing this lesson or task, what curricular experience or process was to be gained, learned or applied by students? [Describe. For example, while students in a science class may be learning a particular scientific concept, such as ecosystems, they also may be simultaneously engaging in a process or experience specific to the discipline such as scientific reasoning or scientific inquiry or data collection in the field.] Did technology used in this lesson play a role in students’ curricular experience or process? If so, describe. © Joan E. Hughes, Ph.D. Contact: joanh@austin.utexas.edu

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