How Does the RAT Model Help Explain Teachers’ Perceptions and Practices in Integrating Digital Technologies in Science Education?
References
- Bachy, S. (2014). TPDK, a new definition of the TPACK model for a university setting. European Journal of Open, Distance and E-Learning, 17(2), 15–39. 10.2478/eurodl-2014-0017
- Bicalho, R. N. D. M., Coll, C., Engel, A., & Lopes de Oliveira, M. C. S. (2023). Integration of ICTs in teaching practices: Propositions to the SAMR model. Educational technology research and development, 71(2), 563–578. 10.1007/s11423-022-10169-x
- Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist, 49(4), 219–243. 10.1080/00461520.2014.965823
- Crompton, H., & Sykora, C. (2021). Developing instructional technology standards for educators: A design-based research study. Computers and Education Open, 2, 100044. 10.1016/j.caeo.2021.100044
- Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441. 10.1007/s11528-016-0091-y
- Harmes, J. C., Welsh, J. L., & Winkelman, R. J. (2016).
A framework for defining and evaluating technology integration in the instruction of real-world skills . In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of Research on Technology Tools for Real-World Skill Development (pp. 137–162). IGI Global Scientific Publishing. 10.4018/978-1-4666-9441-5.ch006 - Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT–replacement, amplification, and transformation-framework. In C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of SITE 2006—Society for Information Technology & Teacher Education International Conference (pp. 1616–1620). Association for the Advancement of Computing in Education.
March 19, 2006 , Orlando, Florida, USA. (AACE ).https://www.learntechlib.org/primary/p/22293/ . - Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1), 176–198.
- Kormos, E. (2022). A comparison of preservice teacher perceptions of instructor video and text-based feedback. SN Social Sciences, 2(8), 153. 10.1007/s43545-022-00413-9
- Lindenbauer, E., Infanger, E. M., & Lavicza, Z. (2023). Developing the Digital Task Analysis (DTA) framework to enable the assessment and redesign of digital resources in mathematics education. Journal on Mathematics Education, 14(3), 483–502. 10.22342/jme.v14i3.pp483-502
- Luckay, M., & Marthinisen, P. (2023). Innovations in technology education toward technological literacy–a study of two high schools in South Africa. Australasian Journal of Technology Education, 9, Special Issue. Technology Education on the Edge: Innovation and creative approaches. 10.15663/ajte.v9.i0.108
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. 10.1111/j.1467-9620.2006.00684.x
- Mizova, B., Peytcheva-Forsyth, R., & Gospodinov, B. (2021). Challenges to the development of teachers’ professional digital competences – Bulgarian perspective. In V. Pasheva, N. Popivanov, & G. Venkov (Eds.), Proceedings of the 46th International Conference “Applications of Mathematics in Engineering and Economics” (AMEE’20). 2333(1), 50012.
AIP Publishing .June 7–13, 2020 , Sofia, Bulgaria. 10.1063/5.0041818 - Moersch, C. (1995). Levels of technology implementation (LoTi): A framework for measuring classroom technology use. Learning & Leading with Technology, 23(3), 40–42.
- Mucho, M., Carlsen, L., & Daniele, E. (2024). The dark side of screens: Exploring impairment with the iRAT framework. Annals of Mathematics and Physics, 7(2), 182–189. 10.17352/amp.000122
- Panakaje, N., Ur Rahiman, H., Parvin, S. M. R., Shareena, P., Yatheen, & Irfana, S. (2024). Revolutionizing pedagogy: Navigating the integration of technology in higher education for teacher learning and performance enhancement. Cogent Education, 11(1), 2308430. 10.1080/2331186X.2024.2308430
- Pea, R. D. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational psychologist, 20(4), 167–182. 10.1207/s15326985ep2004_2
- Peytcheva-Forsyth, R., & Mizova, B. (2025). Exploring digital pedagogical competence in Bulgarian teachers: Insights from a self-assessment survey and their impact on educational practice and research. Pedagogy, 97(6), 743–759. 10.53656/ped2025-6.01
- Puentedura, R. R. (2013). SAMR, getting to transformation [Presentation slides]. Hippasus.
https://www.hippasus.com/rrpweblog/archives/2013/04/16/SAMRGettingToTransformation.pdf - Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Y. Punie (Ed.), Publications Office. 10.2760/159770
- Redmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?. Australasian Journal of Educational Technology, 35(3). 10.14742/ajet.4214
- Zamri, M. T., & Mohamad, S. N. A. (2024). Technology integration in education: A review and analysis of SAMR model. International Journal of Research and Innovation in Social Science, 8(3s), 6195–6200. 10.47772/IJRISS.2024.803463S
DOI: https://doi.org/10.55982/openpraxis.18.2.1021 | Journal eISSN: 2304-070X
Language: English
Page range: 347 - 364
Submitted on: Sep 22, 2025
Accepted on: Dec 19, 2025
Published on: Jun 2, 2026
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2026 Ivelina Kotseva, Roumiana Peytcheva-Forsyth, Maya Gaydarova, Elena Boyadzhieva, Isa Hadjiali, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.