As a growing number of K-12 school districts and the Common Core State Standards (CCSS) require educators to blend educational technology into the curriculum, teachers struggle with effective integration practices. Short-term professional development alone fails to support teachers with helpful approaches. To achieve success, educators need ongoing support through effective professional development practices. Educators also need practical tools to guide them to an advanced understanding of meaningful technology integration. Using the SAMR model as a tool could help educators move towards a more extensive understanding of how to integrate technology effectively. Because technology is constantly evolving, an adaptive leadership approach may support educators through this change. This approach assists educators in adapting to changes in education. The adaptive system also encourages problem-solving, creativity, and adjusting to the ever-evolving educational environment. This paper addresses how an adaptive leadership approach can help educators apply the SAMR model for effective technology integration through ongoing professional development. Also addressed is the ethics of character and conduct adaptive leaders face as they support and encourage change.
As educational technology rapidly infiltrates schools, increased pressure is put upon educators to use technology tools effectively. As Zhong (2017) stated, “Technology has been defined as a must-do requirement st instead of a preference or choice for 21 -century learners” (p. 27). In 2009, 45 states accepted the Common Core State Standards (CCSS) initiative that stated K-12 students needed to gain an understanding of technology for communication, collaboration, work production, and publication (Zhong, 2017). To increase student success and satisfy instructional objectives, teachers must obtain a clear insight into the various standards, models, theories, and frameworks (Hamilton et al., 2016). Resources such as the International Society for Technology in Education (ISTE) standards and the Community of Inquiry framework were created to give educators clear guidelines to support student success in the digital age (Hamilton et al., 2016). Also, several models were developed to illustrate technology integration. They are the Substitution, Augmentation, Modification, and Redefinition (SAMR) model, the Replacement, Amplification, and Transformation (RAT) model, the Technology Integration Matrix (TIM), and the Technological, Pedagogical, and Content Knowledge (TPACK) frameworks (Bradley, 2020). Even with a variety of resources available, educators continue to struggle with incorporating technology successfully. Regarding the technology integration issue, Ertmer and Ottenbreit- Leftwich (2010) shared, “Recent research, resulting from both large- and small-scale efforts, (Bauer & Kenton, 2005), suggests that we have yet not achieved high levels of effective technology use, either in the United States or internationally" (Kozma, 2003; Mueller, Wood, Willoughby, Ross, & Specht, 2008; Smeets, 2005; Tondeur, van Braak, & Valcke, 2007a)” (p. 256).
Among the different technology integration models, The SAMR model is perhaps one effective model for understanding how to blend technology standards, theories, and frameworks for education. Wahyuni et al. (2020) explained that the SAMR model was intended to assist educators in making significant changes to education by using technology. Applying the SAMR model could positively impact teachers' knowledge of technology integration. But how can this tool effectively help teachers adapt to teaching in the digital age? Holding professional development seminars is a standard answer. However, Richard and Neil (2011) shared that offering onetime professional development opportunities is an ineffective method for growth. Yukl and Mahsud (2010) stated, “Beyond the sheer number of tech tools available, the same researchers identified 'inadequate professional development and training' as the primary obstacle to using technology productively in classrooms” (para. 1). Research also showed that professional development that focuses only on teaching new approaches or behaviors in isolation without connecting to the curriculum is unsuccessful (Darling-Hammond & Richardson, 2009). Darling- Hammond and Richardson (2009) shared that teachers need sustained support and continued learning opportunities over several days or weeks to be successful. Therefore, leaders must offer a more effective way for professional development to progress teachers through this challenging time (Darling-Hammond & Richardson, 2009). However, the number of resources available on best practices or approaches to support educational leaders' effectiveness is insufficient (Brown, 2014).
Leaders must move forward to a more progressive and research-based model that allows the support of the educator to problem-solve in this ever-changing digital age. Ertmer and Ottenbreit-Leftwich (2010) shared, “To st achieve the kinds of technology uses required for 21 - century teaching and learning, (Lai, 2008; Law, 2008; Thomas & Knezek, 2008), we need to help teachers understand how to use technology to facilitate meaningful learning, defined as that which enables students to construct deep and connected knowledge, which can be applied to real situations” (p.257). According to the attributes identified by Northouse (2021), adaptive leadership would best serve teachers as they do ongoing work to adapt the SAMR model.
Dr. Ruben Puentedura, Ph.D., created the Substitution, Augmentation, Modification, and Redefinition (SAMR) model in 2010 to assist educators with how technology supports learning (Terada, 2020). There are four steps to the SAMR model. The first two steps (Substitution and Augmentation) model learning enhancement, while the following two levels (Modification and Redefinition) model transformative learning (Terada, 2020). The Substitution level represents using technology as a substitute. For example, students use a Google document to type a paper instead of writing in a notebook. Augmentation is also substituting except with some functional improvement. An example of augmentation is to add comments to a Google document or use the voice function. To modify a lesson is to redesign or transform the task. An example would be using a learning management system (LMS) such as Google Classroom or Blackboard. Using an LMS gives students opportunities to communicate in a variety of ways. A redefinition is doing a task not previously possible without technology. For example, students can take virtual field trips or chat with authors from around the globe (Terada, 2020).
Training educators on SAMR model integration can have positive effects towards successful technology integration. Bradley (2020) shared that educators struggled to implement one-to-one devices effectively in the classroom. One way the school addressed this issue was to provide professional development training around the SAMR Model approach (Bradley, 2020). The SAMR model is a structure for using technology to support learning (A Powerful Model for Understanding Good Tech Integration, n.d.). Also, by using the SAMR model as a guide, teachers can evaluate traditional teaching practices and move towards curriculum redesign and use new approaches to technology application (Beisel, 2017). For instance, Tsybulsky and Levin (2016) looked closely at how science teachers perceived Information and Communication Technologies (ITC) in their professional life and how specific training might change their views. The study found that when educators adapted the SAMR model into their teaching framework, there were significant changes in teachers' perceptions of technology. Over half of the science teachers moved out of the Substitution level (just seeing technology as a tool). Tsybulsky and Levein (2016) concluded, “The study shows that the SAMR framework has not only the simple instrumental significance. We also realized that teachers' awareness about the SAMR-based assessment is important for their professional growth” (p. 4). Another study by Bradley (2020) showed the SAMR model to be a helpful choice for teachers in the areas of content and understanding. Nyayu et al. (2019) found that when integrating the SAMR model to teach English, there was a boost in student interaction, motivation, and collaboration. This tool has also earned recognition with many in the K-12 field and practitioners alike due to its functionality (Beisel, 2017).
Although the SAMR model has several advantages, a variety of challenges have also been faced. First, there is limited research and no theoretical explanation of the SAMR model (Hamilton et al., 2016). Next, there is insufficient information on interpreting, understanding, and applying the SAMR model (Hamilton et al., 2016). As a result, there are many versions of the SAMR model. Some representations of this model are coffee drink varieties, swimming pool depths, and a life cycle chart (Hamilton et al., 2016). Because of the variety of models, both teachers and professional development specialists could translate the SAMR model differently (Hamilton et al., 2016). Beisel (2017) also concluded, “In a critical review of the SAMR model, authors acknowledged that teachers, technology specialists, and professional development coordinators might have a different interpretation or understanding of how to apply this model to different classroom settings" (Hamilton et al., 2016)” (p.22).
Along with misinterpretations of the SAMR model, there is also a rapid and ever-changing influx of technology that can be used in the classroom. “Because of this, SAMR benchmarks and how they are achieved appear to be in constant fluctuation due to technology enhancements and improvements” (Castro, 2018, p.8). This can have a major impact when making decisions based on the SAMR model (Castro, 2018). Another common issue with the SAMR model is its hierarchical structure. Educators feel pressured to work towards the redefinition level with all their lessons (Bradley, 2020). Using the SAMR model in this way can cause many challenges for both educators and their students.
Administration and professional development specialists need to be conscience of the challenges faced by educators. An adaptive leader who helps educators deal with and work through change could prove to be effective. Bradley (2020) noticed that adding ongoing technology implementation, support, and training for teachers was a repeated theme in literature reviews. Effective professional development that centered around a guide also showed success (Bradley, 2020). Using the SAMR model as a guide with ongoing adaptive leadership support could increase educators' knowledge of effective technology integration.
Education is an evolving career requiring constant adaptation to new situations. Teachers face a variety of pressures to maintain proficiency with changing standards, funding, parents, administration, and now technology (Northouse & Lee, 2021). Due to the consistency of change in education, an adaptive leadership approach is perhaps the best fit for this environment. It is important for a leader to stay informed of these challenges and help followers adapt to the new conditions.
As the name implies, adaptive leadership is about encouraging people to manage changing environments and situations (Northouse, 2021). Unlike other leadership approaches where the leader characteristics are the focus, “...adaptive leadership stresses the activities of the leader in relation to the work of followers in the contexts in which they find themselves” (Northouse, 2021, p. 257). Adaptive leaders inspire followers to learn new skills and be creative in changing situations. DeRue (2011) also shared this type of leadership requires leading-following interactions. This interaction helps followers adapt and evolve in a dynamic environment based on their needs. The adaptive leadership model has three major components: situational challenges, leader behavior, and adaptive work (Northouse & Lee, 2021).
Leaders could face three types of situational challenges: technical, adaptive, and technical and adaptive challenges (Northouse & Lee, 2021). This next section will address technical challenges and adaptive challenges.
Technical challenges are clearly defined as problems in the workplace. These problems are addressed and solved through an authority figure that takes on the challenges (Northouse, 2016). A technical challenge that teachers face is inadequate professional development training. Currently, traditional teacher professional development practices are ineffective in changing instructional practices when integrating educational technology (Laferriére et al., 2006). Research suggests successful professional development should focus on teachers' needs. Ongoing support that focuses on specific and relevant information delivered quickly is also essential (Bradley, 2020).
Integrating the SAMR model into ongoing professional development shows promise for successful technology integration. Bradley (2020) shared a study on incorporating the SAMR model into a long-term asynchronous teacher professional development. One teacher described “...a sweeping change to his plans based on technology, including classroom procedures and assessments, activities that typically have well defined and engrained procedures attached to them” (p.96). Bradley's (2020) study also showed teachers increased their technology use compared to before participation in professional development, observed how students valued the new technology integration, and noted increased student engagement. Similarly, Wahyuni et al. (2020) conducted a study on teachers' technology integration with English instructions using the SAMR model. They found that by using the SAMR model, teachers and students successfully integrated various technologies into their curriculum using all four levels of SAMR (Wahyuni et al., 2020).
Unlike technical challenges, adaptive difficulties are not easy to pinpoint or recognize (Northouse, 2016). Through this approach, a leader's role is to support and encourage followers to problem solve through trying situations. As challenges occur over time, a leader supports followers and helps them adjust to the new normal (Northouse, 2016).
Properly integrating technology is a struggle and adaptive leaders need to support educators to identify where their battle begins. One challenge could be that technology takes on various forms such as mobile devices, computers, and software applications (Hamilton et al., 2016). Learning about and integrating the various aspects of educational technology brings many challenges. One study by Bradley (2020) noted that teachers were not prepared to use devices when offered for classroom use. When people are uncomfortable with technology, they might use it infrequently or not use it at all. Not being willing to integrate educational technology tools effectively could cause a regression in teaching methods (Bradley, 2020). Teachers are also hesitant to use the same technology tools they use for personal or business use because of lack of knowledge, belief systems, or success in using the tool themselves (Ertmer & Ottenbreit-Leftwich, 2010).
Teaching with technology brings many challenges. For example, computer hardware and software are constantly changing. These changes make it difficult to predict the latest application or trend in technology. Also, people who use the technology might not always know about the basic details of their devices and software (Hamilton et al., 2016). Combining these aspects with technology integration in K- 12 classrooms can be complicated for the educator.
Hamilton et al. (2016) stated, “...these aspects are combined with the complexity introduced by teachers' contexts, pedagogical choices, as well as their beliefs and motivations, making technology integration in educational settings more difficult" (Hennessey et al., 2005)” (p.433). A leader needs to encourage educators to recognize the problem and come up with solutions. The SAMR model could be a representation of motivation for technology integration. Leadership, however, requires understanding that not all educators have the same skill level. When using the SAMR model for integration, teachers should only work at the levels they feel comfortable with (Castro, 2018).
Leader behaviors are the second component of the adaptive leadership model (Northouse & Lee, 2018). Five leadership behaviors will be explored to illustrate their impact while implementing the SAMR model.
The first behavior is “get on the balcony”. Examining a situation from a different point of view is an important part of adaptive leadership. When a leader is on the balcony, he or she can see a clearer picture of the situation's reality (Northouse, 2021). Here, the leader can view conflicts, dysfunction, or change issues. From this view, adaptive leaders could observe educators who are hesitant to adapt to innovations or instructional practices, especially technology. Unlike curriculum changes, which only happen so often, technology is ever-changing (Ertmer & Ottenbreit- Leftwich, 2010). From this view, an adaptive leader could identify the problem and begin supporting followers to adapt to new situations.
The second leader behavior is to identify the adaptive challenges. Leaders must recognize the difference between technical and adaptive challenges. A correct diagnosis of a challenge leads to effective solutions (Northouse, 2021). When integrating technology, a leader must determine the adaptive challenge. Ertmer and Ottenbreit-Leftwich (2010) shared that when teachers are required to incorporate technology tools in the classroom, a change must occur with one or more of these four dimensions: “(a) beliefs, attitudes, or pedagogical ideologies; (b) content knowledge; (c) pedagogical knowledge of instructional practices, strategies, methods, or approaches; and (d) novel or altered instructional resources, technology, or materials (Fullan & Stiegelbauer, 1991)” (p. 258). Fisher (2006) noted that the teacher must be the change agent, not the technology. An adaptive leader can recognize the problem and help educators adjust for effective technology integration.
Changing situations creates uncertain and unpredictable environments. These changing situations can lead to stress (Green et al., 2021). As a third behavior, adaptive leaders must regulate distress amongst staff to help make effective change. Yukl and Mahsud (2010) noted that people are less likely to change unless leaders acquire accurate information in a timely fashion. Leaders also need to interpret the data correctly. Adaptive leaders need to provide direction to help educators move towards effective technology integration. Research shows that educators use technology more effectively when digital leadership occurs (Zhong, 2017). Incorporating the SAMR model can aid in the face of change. Dr. Ruben Puentedura created the SAMR model to help educators enhance lessons using technology (Wahyuni et al., 2020). An adaptive leader also needs to acknowledge the challenges of the SAMR model and encourage educators to take on complex problems to persevere and succeed (Heifetz et al., 2009).
Confronting and moving through change is difficult. Adaptive leaders need to keep people on track to maintain disciplined attention (Northouse, 2016). It is easy for people to get off task or resist change, but an adaptive leader must maintain support to tackle effective change. Ertmer and Ottenbreit-Leftwich (2010) stated, “Issues of teacher change are central to any discussion of technology integration” (p.258). Educators need highquality ongoing training to maintain discipline. Professional development opportunities increase teachers' knowledge, practice, skills, and attitudes for lifelong learning and transformative instructional methods (Aldosemani, 2019). One of the best decisions a leader in education can make is to invest in these programs (Aldosemani, 2019).
The last leadership behavior is to protect the voices from below. All followers must share their views for progress to occur. By listening to pedagogy practices, content knowledge, experiences, and beliefs of the in-group and out-group, an adaptive leader can understand where technology integration struggle begins. One research study had shown that when new teachers received mobile 23 devices to implement, they were excited but lacked the pedagogical skills to adjust or improve curriculum using the technology (Beisel, 2017). Using the SAMR model can be a helpful tool, but the model focuses mainly on a product or technology use without connecting to change in pedagogy (Hamilton et al., 2016). When educators apply SAMR model, issues like this might arise and allow for more engagement in the adaptive work (Northouse, 2021).
Adaptive work is where adaptive leaders manage their work. Work develops when all parties involved communicate in a safe place. The followers mainly do this work. The adaptive leader helps followers tackle values and priorities in the face of change (Northouse, 2021). Much work needs to happen to move through change towards effective technology integration. Evidence shows even with the increase of technology tools, educators still struggle to reconstruct their methods of teaching (Aldosemani, 2019). Educators need a leader to support st them in this change to meet the demands of the 21 century (Zhong, 2017).
To model leadership in education, Iovinelli (2021) conducted a study on how leadership and professional development tie into successful technology integration. Iovinelli (2021) asked teachers what a leadership role in education looked like. The question contained four parts: Be a Resource, Maintain Communication, Provide Differentiated Support, and Create a Culture of Learners (Iovinelli, 2021).The survey revealed that staff members prefer their leaders to communicate regularly, create a safe environment for taking risks, be a helpful resource, and support teachers with adapting to new situations. These are all traits created by an adaptive leader.
An adaptive leader must advocate for educators when new challenges are faced. Using the SAMR model as a resource for educators could be beneficial. Adaptive leaders should, however, support followers to understand and work through the model's limitations.
Adaptive leaders not only have to show support and encouragement through change, but they must also be ethical in their leadership practice. Ethics relates to one's character or values that society accepts (Northouse, 2021). A leader must focus on the two ethical theories: character and conduct (Northouse & Lee, 2021). Character relates to how a leader portrays himself or herself to society. Conduct addresses a leader's behavior or actions (Northouse, 2016). Hodgkinson (1991) stated, “Values, morals, and ethics are the very stuff of leadership and administrative life...” (p.11). Hodgkinson (1991) further explained that a leader must be hands-on and compassionate. It is an art, not a science.
Ethical leadership has five principles which are the backbone of a solid moral leader. They are (1) respect; (2) service; (3) justice; (4) honesty; and (5) community (Northouse and Lee, 2021). By following these five principles, leaders display sensitive and caring values (Northouse & Lee, 2021). This section addresses respect and community.
Supporting and helping people adjust to change is the foundation of adaptive leadership. Respect is a critical part of this process. As an adaptive leader works closely with the group to reach common goals, it is crucial to respect followers' changes (Northouse & Lee, 2021). Wong and Chan (2018 stated, “Adaptive changes are tough for people” (p.4). Adaptive leaders must balance between pushing people to change without overwhelming them. When a leader pushes too much, this is a sign of disrespect which can cause avoidance or burnout. When processing challenging tasks, it is vital to have a safe space or “holding environment” where followers can share ideas, frustrations, and failures and be acknowledged and supported (Wong & Chan, 2018). Creating these types of spaces where adaptive work occurs can have a positive impact on effective technology integration.
Building a solid community is another essential principle for ethical leadership. To create a thriving community, a moral leader must align the goals of the followers and society (Northouse & Lee, 2021). When students use technology, they can connect to a multitude of resources and the community. Giving students access to technology is consequential because it can cause security and privacy issues (Lewandowski, 2003). An ethical leader should help educators understand why setting up a safe online community should be a priority. Lewandowski (2003) shared, “School officials have a legal and ethical responsibility not only to protect the personal information of its students but also to teach them how to do it for themselves” (p. 1931). Guiding educators to teach safe online practices ensures safe and ethical practices for all.
To secure online ethical practices, Ethics for technology use in the classroom (NWMSU, 2018) recommended implementing the TECH SMART acronym. TECH SMART stands for (1) taking care of technology equipment; (2) exploring safe sites; (3) copyright laws; (4) cyberbullying; (5) self-image; (6) making use of netiquette; (7) always give credit; (8) remember to be thoughtful and ethical; and (9) think (Ethics for technology use in the classroom, 2018). Using the SMART TECH acronym can ensure safe and ethical practices.
With the changing use of technology, it is more important than ever to be an ethical leader. Leaders who portray traits such as safety, equity, and honesty can pave the way in the educational technology field. Modeling these traits will encourage and motivate followers in the face of change. Building a solid and safe online community can set the tone for future generations to make the same ethical choices.
An adaptive leadership approach is ideal for supporting educators through the technology evolution. Application of the SAMR model alongside an adaptive system gives educators a guide to integrating technology. Although more research is needed to show the effectiveness of the SAMR model, ongoing support through professional development can be a successful solution in helping educators work through challenges to incorporate new practices. An adaptive leader can step back from the noise and identify the challenges listed above. These challenges can then be addressed and supported as followers work through their thoughts, frustrations, and experiences. Adaptive leaders can regulate this distress by setting up a place where people can communicate and feel safe. Organizing ongoing professional development practices while applying the SAMR model as a guide could be a successful practice for effective technology assimilation. By creating this environment, educators can make adaptive changes to meet the needs of 21st -century learners.