There is no "one best way"

SCOT says that people give meaning to all types of tools and technologies and that the meaning and uses can change depending on how humans are using the technologies. TPACK focuses more on how teachers integrate technology and how content, pedagogy and technology interact and overlap with one another. Both of these theories use the word technologies in a way that could include older or newer forms of tools. The SAMR model is more a specific model of practice for using technology in the classroom. This model encourages teachers to use technology in transformative ways.

The part that connected the most to me was the idea that older and newer technologies all offer different features and constraints. Some technologies are better for certain tasks (Koehler, Mishra, 2007). One challenge that teachers face with newer technologies is that their use in the classroom is not always straightforward and clear. Teachers must be creative users of the tools available to them; they will be the ones to give the tools meaning and purpose in the classroom. Which is why simply placing devices in a classroom will not change educational outcomes. Teachers’ skills must be developed to make technology integration meaningful in the classroom setting.

A quote that stood out to me was “there is no “one best way” to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts” (Koehler, Mishra, 2007). Teachers must be given sufficient training so they are confident in integrating technology in innovative ways. An elementary music teacher will use technology in a very different way than an AP literature teacher. Teachers need to have the skills to adapt and use available technologies to meet their learner’s needs and goals.

http://www.citejournal.org/vol9/iss1/general/article1.cfm