A HYBRID MODEL FOR INTEGRATING SAMR AND TPACK MODELS IN EDUCATION

Abstract

The 21st century educational setting demands teachers to effectively integrate technology into their pedagogical practices. This study addresses the challenge of technology integration in high schools through the development of a hybrid model that combines the Substitution Augmentation Modification Redefinition (SAMR) and Technological Pedagogical Content Knowledge (TPACK) frameworks. Using a mixed-method approach, this research examined the usage patterns and challenges of implementing these models among 23 subject head teachers from three high schools. The findings reveal that while teachers demonstrate strong knowledge in TPACK constructs, they struggle with practical technology integration as measured by SAMR levels. The proposed hybrid model incorporates Google Classroom as a Learning Management System (LMS) to provide a pragmatic framework for technology integration. The model was evaluated using a six-criteria process, demonstrating its potential effectiveness for educational technology integration in developing contexts. This research contributes to the body of knowledge on technology integration models and provides practical guidance for educators and policymakers in sub-Saharan Africa.