From my point of view, it depends on what you're looking at. The TPACK framework is all about knowledge (technological, pedagogical and content). For SAMR framework, the focus is on levels of use of educational technology. It seems that TIM framework focuses on planning, describing and evaluating technology integration. So, I guess it depends on your focus if you want to ''develop a teachers' training program''.

Thanks for your reply Mathieu! So if you want a total curriculum for a teachers' training program it's better to use a holistic framework, such as TPACK. But if you want to focus on the technology you should choose rather SAMR or TIM. Right?

Well, that is quite right, but the TPACK framework also focuses on the technology, but the knowledge related to technology, with content and pedagogy. SAMR can be used as well on teachers and on students to describe their level of use of technology. Unfortunately, it seems that SAMR has a lack theoretical foundations, since it always refers to a blog from Dr. Ruben Puentedura. Here is a critical review from Hamilton et al. (2016) : Article The Substitution Augmentation Modification Redefinition (SAM...

This is a very interesting critical review... SAMR is so popular among practitioners, but it seems to lack strong foundations. Thank you very much for the information.

What about TIM (https://fcit.usf.edu/matrix/matrix/)? I think it would be interesting to apply this framework for in-service teachers who have been trained many times on content, pedagogy and technologies, but now, they want to focus on a specific innovation.

Bonjour, peu importe. L'important est que cela serve d'outils de réflexion relativement aux pratiques mises en oeuvre.

I believe that all have an important value and just as it is not always pertinent to do socratic or cooperative learning, because each one of them can be valid in a certain moment or context

The TPACK model has a strong content of the postulates of Shulman with which I agree in many of its theories, SARM and TIM seem very interesting to me since they are the first with a mixed vision of technology and pedagogy, but I think they have an excessive vision techno-pedagogical and not the other way around. In this very complex moment, I think we should create shared visions and develop more didactic 2.0. Do we do it?

Thank you Ilona-Elefteryja Lasica for raising a very interesting question. Thank you Mathieu Thibault for the very clear answers.

I am a teacher trainer that has never thought of such programs as part of my work. I use adobe connect when I conduct synchronous sessions with the trainees and the university platform during the asynchronous sessions.

I think what you are talking about is a different thing, right?

Could any of you please explain a bit more how these are used, how they relate to the training content that I prepare, and how to gain access to them?

@Nahida El Assi thanks for your reply. These frameworks actually refer to "how to teach teachers on technology integration in their teaching". You can find more information for each of them at the following links:

- TPACK: http://tpack.org/

- SAMR: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

- TIM: https://fcit.usf.edu/matrix/matrix/

I'm glad you attend this discussion for further information.

TPACK seems to be a more holistic framework.. The others seem to have a more techno-pedagogical vision and not the other way around, as Ana Rodriguez Morato mentions..

Thank you so much for the instant response, Ilona-Elefteryja Lasica. This message is clear now.

You know what the funny part is? One small part of the teacher training that I do is guiding trainees on how to integrate technology into education. I just focus on Power Point creation, using video strips as part of the content, and using the platform of the institution that they come from for testing and evaluation.

It is good to know this. Thank you again.

I also found the Educational Design Research (EDR) framework.. It looks very interesting.. Is there a relationship between EDR, TPACK and models like SAMR and TIM?

Relationship exists between all of them because they are didactic 2.0, but the concept of research as a pedagogical model can work in educational environments 2.0 or not. I recommend that you review

http://inquiry.wespot.net/

and the ROLE project

Hi!

I am somewhat familiar with all these concepts but am no big fan of any of them. They are serious attempts to understand technology integration in education. However, I think they miss out on definition of conceptual analysis of central concepts as "technology" or ICTs (Information and Communication Technologies), which are mainly seen as recent, emerging digital technology. That is of course what we are busy with, since it is something relatively new. But writing, classrooms, blackboards, print, postal services. analogue video etc are also ICTs, they are information access or communication ICTs, useful for education, and adopted into mainstream education practices of its time, often with some too big expectations, although the long- term effect of classrooms (Sumer, 2500 B C) or print (1500- ) can show to be real transformations in retrospect. I have two ideas of directions on how to develop an alternative understanding of ICT integration. See them as possible perspectives.

1) Think of how different ICTs, new or old, are integrating into the teaching/learning process, a time- based perspective (key words synchronous, asynchronous, time shifting etc). This is for present use of Documentation and Communication ICTs (both have bee under development for ages but are now when digitalised cheaper, faster, more accessible than ever. But not so clearly innovations, more of enhancements. This time perspective us very useful in course design.

2) Use Philosophy if Information (Luciano Floridi) and his claim that digital ICTs do something clearly new and characteristic. They process information, which only biological brains could do earlier. Now the question is to cooperate between humans and machines, also in the teaching-learning process. This Floridi calls "enveloping". A human teacher is thereby spared for more true human tasks, like personal feedback and creative problem solving. Education practices are as example learning analytics, adaptive learning and calibrated peer review.

I have written and co-authored on these perspectives and issues, see publications below and more on my RG account, e, if interested.

Article A time based blended learning model

Article Blended learning: the new normal and emerging technologies

Conference Paper Using Philosophy of Information to look at teaching, technol...

Research A back-to-basics thought experiment about blended learning

Thesis From blended learning to learning onlife - ICTs, time and ac...

For holistic approach to me TPACK seems to be better option