Technology Integration
Learn how SAMR, TPACK, and Finnish Pedagogy guide purposeful digital learning experiences.
Introduction
Throughout this course, my understanding of technology in education has evolved from viewing it as a simple classroom tool to recognizing its full potential as a bridge to meaningful, real-life learning. I now see technology as a powerful support system for student-centered learning, one that enables critical thinking, inquiry, and global collaboration. When used intentionally, it transforms the classroom into a dynamic environment. Intentional use requires thoughtful planning not just selecting digital tools for engagement, but choosing those that align with learning goals, are developmentally appropriate, and support the needs of diverse learners. Teachers might, for example, pair a digital platform with a specific inquiry task, use technology to differentiate instruction, or design activities that blend online and offline learning in ways that deepen understanding. Being intentional also means knowing when not to use technology, maintaining balance to ensure hands-on, authentic learning remains at the forefront. When used well, technology creates spaces where learners engage deeply with content, interact across borders through virtual exchanges or global projects, and take ownership of their learning journey.
Technology in the Finnish Context
In my work with the Finnish education model, technology is not treated as a separate subject but as something woven into every aspect of the day. Whether it is students creating digital weather journals, exploring 3D concepts through the Merge Cube (an educational augmented reality (AR) tool developed by Merge EDU that allows students to manipulate virtual objects in real time using a mobile device and foam cube) or using Zearn.org (Zearn, n.d.) for math practice, the focus remains on thinking and interaction. One key takeaway from my own teaching has been that digital tools are only meaningful when they support deeper thinking, exploration, and interaction. This was particularly evident in our phenomenon-based weather unit, where students collected real-time data, conducted experiments, and used digital platforms to present their findings creatively. The purpose was not just engagement; it was connection, critical reflection, and application.
Empowerment Over Entertainment
One of the key lessons I have embraced is that technology should not be used to impress but rather it should be used to empower (ISTE, 2016). For example, Starfall (a digital platform that supports early reading through phonics-based games, stories, and interactive lessons) became a foundational tool for our younger learners. It supported differentiated reading paths and kept students engaged while reinforcing foundational literacy skills. In our interdisciplinary summer camp, we integrated Blippi videos which are short, high-energy educational videos that introduce real-world topics through play, alongside Starfall, a phonics-based literacy platform designed for early readers, and interactive PowerPoint presentations that included clickable elements, embedded media, and student-led exploration. Through my KU coursework, I was introduced to the ISTE Standards for Students developed by the International Society for Technology in Education (ISTE). These standards provide a framework for amplifying learning through digital tools, outlining roles such as Knowledge Constructor, Empowered Learner, Creative Communicator, and Global Collaborator. As I studied these concepts in the program and applied them to my own teaching and leadership practice, I began to recognize the impact of these standards, especially “Creative Communicator” and “Global Collaborator,” in guiding how students used technology to share their thinking and build meaningful connections. For example, in our interdisciplinary summer camp, students took control of their learning and expressed understanding in multimodal ways, which directly reflected the ISTE goals. As a program manager working in an international school, I have also seen the importance of creating connections beyond the classroom. We have encouraged student interactions through digital pen pal programs, collaborative Padlet walls, and shared Google Slides presentations with peers in different time zones. These kinds of collaborative experiences highlight the role of technology in promoting cross-cultural understanding, empathy, and global awareness.
Digital Citizenship and Student Safety
Another essential part of technology integration is ensuring students know how to use it safely and responsibly. With growing access to digital platforms, I recognized the need to explicitly teach digital citizenship, especially in our multicultural school community where students engage with technology across home and school environments. To meet this need, I used the resources from Common Sense Education (Common Sense Media, n.d.) to develop a six-week digital citizenship course. The curriculum was adapted to our students’ age levels and included lessons on evaluating digital information, protecting personal privacy, behaving respectfully online, and recognizing safe versus unsafe content. The course encouraged thoughtful discussions and empowered students to become more aware of their online choices. It also gave families a framework to continue these conversations at home. Integrating this type of instruction reminded me that digital fluency is not just about knowing how to use tools, but it is about knowing when and why to use them, and how to navigate digital spaces with wisdom and integrity.
Artificial Intelligence and the Future of Instruction
As technology continues to evolve, the emergence of artificial intelligence (AI) is reshaping the educational landscape in ways we could not have imagined even a few years ago. Tools powered by AI are now capable of offering personalized feedback, generating differentiated learning materials, and supporting multilingual learners. While these advancements are promising, they also highlight a growing need: educators and school leaders must be equipped not just with access to these tools, but with the training and understanding to use them wisely. Holmes et al. (2022) emphasized that effective AI integration in schools requires pedagogical alignment, professional development, and clear ethical frameworks to avoid misuse or superficial adoption. Teachers need time and support to explore how AI can benefit their students, whether that is through smart tutoring systems, content generation, or enhanced formative assessment. At the same time, leaders must adopt policies that encourage responsible, equitable, and human-centered use of AI. In our school, we developed a Bring your own device (B.Y.O.B) policy that addressed safety and usage of the device at school. As AI continues to expand and grow, our responsibility is to ensure it enhances, not replaces, the relationships at the heart of learning.
Phenomenon-Based Learning and Technology
The foundation for much of my thinking has been informed by academic literature on phenomenon-based learning (PhBL) and Finnish educational practice. Akkaş and Eker (2021) found that students engaged in PhBL demonstrated significantly greater metacognitive awareness than students in a control group who received traditional instruction, particularly when technology was integrated as a tool for reflection and inquiry. Ferreira (2021) emphasizes that combining play-based learning with phenomenon-based approaches which are both central to Finnish early childhood education creates opportunities for digital tools to support holistic child development. I observed this in my own interdisciplinary summer camp planning, where students moved fluidly between digital reading platforms, scientific exploration, and creative play.
Supporting Multiliteracy Through Digital Tools
Kangas and Rasi (2021) also point out the role of digital tools in supporting multiliteracy in Finnish classrooms, where students are encouraged to curate, create, and communicate using a range of digital formats. This directly aligns with our use of platforms like Starfall and interactive PowerPoint presentations in early literacy instruction. For example, Starfall allows students to interact with stories by clicking on words and images, reinforcing phonics, vocabulary, and reading comprehension through multimodal input. Similarly, our interactive PPTs incorporate voice narration, student responses, clickable sequencing tasks, and embedded media, which invite students to actively engage with content and communicate their understanding in visual, oral, and written forms. According to Naik (2019), technology in Finnish education is used not as an end but as a means to foster deeper interdisciplinary connections and student autonomy, a principle that has guided my instructional choices throughout this program.
Equity and Access Through Design
In my experience, it is not enough to simply know how to use technology; it must be integrated with intention and reflection. One classroom moment that stands out is a buoyancy lesson using the Merge Cube, an educational augmented reality (AR) tool shaped like a foam cube that, when paired with an app, allows students to explore 3D models and scientific concepts in real time. As students assessed real-world objects in water, they simultaneously explored virtual models through AR. This activity was intentionally designed to provide multiple entry points for learning by combining hands-on experimentation with digital visualization. I selected the Merge Cube specifically to support students with spatial and visual learning preferences and to reinforce scientific vocabulary through interactive exploration. During the lesson, one student who typically struggled with written explanations demonstrated his understanding by verbally comparing virtual and real objects with his peers. This moment reminded me that when technology is paired with thoughtful instruction, it can offer new pathways for students to express what they know, especially those who benefit from multimodal approaches. Reflecting on this experience reinforced the value of designing learning experiences that are both accessible and engaging for diverse learners.
Interdisciplinary Integration and Inquiry
Wakil et al. (2019) argue that PhBL, when combined with information and communication technology (ICT) tools, significantly improves student engagement and interdisciplinary understanding. This is consistent with what I have experienced in my work, especially when students are given the space to explore and collaborate using digital tools. The research by Symeonidis and Schwarz (2016) further reinforces the importance of integrating multiple subjects through technology in a real-world context to enhance holistic understanding.
Training Educators: SAMR and TPACK Frameworks
In preparing training modules for Rekla Consulting and Learning Studios, I carry these lessons forward. To support educators in this journey, I incorporate two foundational frameworks: the Substitution, Augmentation, Modification, and Redefinition model (SAMR) and the Technological Pedagogical Content Knowledge framework (TPACK). The SAMR model helps teachers evaluate how deeply technology transforms a learning task, encouraging them to move beyond basic substitution toward reimagining learning experiences. TPACK emphasizes the intersection between what teachers teach, how they teach it, and the digital tools they use, guiding educators to integrate technology in ways that are both pedagogically sound and content-driven. Together, these models provide a practical lens to ensure that technology integration enhances, rather than replacing, meaningful instruction. In my training sessions, I guide teachers to analyze their own lesson plans using the SAMR model and reflect on where each activity falls within the framework. We also use TPACK to map out how content, pedagogy, and technology intersect in their teaching practice, often through collaborative planning, sample lesson walkthroughs, or case study discussions. This approach helps educators move from surface-level tech use to more intentional, integrated design.
Vision for Teacher Empowerment
My goal is to help teachers and schools adopt technology in a way that supports student autonomy, curiosity, and collaboration. These concepts are embedded into the training sessions I design, which draw on real classroom examples and are grounded in Finnish pedagogical values. Teachers will not only learn how to use a tool but how to align it with inquiry, restorative practices, and multi-sensory learning. Whether it is through AI exploration, digital storytelling, or cross-cultural collaborations, my hope is to guide schools in building learning environments that are as connected and dynamic as the world our students live in.
Ultimately, my vision is that technology in education becomes less about the tools and more about the thinking it inspires. Through intentional integration, supported by global research, inclusive design, and professional learning, I believe we can create classrooms that are not just digitally rich, but deeply human.
References
Akkaş, E., & Eker, C. (2021). The effect of phenomenon-based learning approach on students' metacognitive awareness. Educational
Research and Reviews, 16(5),181–188. https://doi.org/10.5897/ERR2021.4139
Common Sense Media. (n.d.). Digital citizenship curriculum. Common Sense
Education. https://www.commonsense.org/education/digital-citizenship
Ferreira, J. M. (2021). Play-based and phenomenon-based approaches in the Finnish Early Childhood Education and Care. Olhares &
Trilhas, 23(3), 1278–1306. https://doi.org/10.14393/OT2021v23.n.3.58448
Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications for teaching and learning.
Center for Curriculum Redesign.
Kangas, M., & Rasi, P. (2021). Phenomenon-based learning of multiliteracy in a Finnish upper
secondary school. https://lacris.ulapland.fi/ws/portalfiles/portal/21860705/25741136.2021.pdf
Naik, R. P. (2019). Phenomenon-based learning in Finland (master’s thesis). University of Jyväskylä, Department of Education.
Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of
phenomenology: The recent curriculum reform in Finland. Forum Oświatowe, 28(2), 31–47.
Wakil, K., Rahman, R., Hasan, D., Mahmood, P., & Jalal, T. (2019). Phenomenon-based learning for teaching ICT subject through other
subjects in primary schools. Journal of Education Research, 7(13), 205–212. https://doi.org/10.18009/jcer.553507
Zearn. (n.d.). Zearn Math. https://www.zearn.org/