I teach pedagogy and psychology at a pedagogical high school in Romania (The National Pedagogical College ”Andrei Saguna” from Sibiu), and for years, I’ve been on a mission to make these subjects both informative and deeply practical- especially for students who plan to become teachers. Working with future educators brings a unique kind of responsability: I’m not just teaching them content; I’m helping them develop the skills and mindset they’ll use in real classrooms.
As digital tools become more and more central in today’s school, I’ve had to rethink how I design my lessons and one approach that has really changed the way I teach is the PICRAT model. It’s a simple but powerful framework for examining how technology is used in the classroom.
Understanding the PICRAT model
PICRAT combines two core ideas:
- PIC (Passive, Interactive, Creative): This focuses on how students use technology (For example, if they are just watching something, interacting with it, or actually creating new content)
- RAT (Replacement, Amplification, Transformation): This looks at how technology is changing the teacher’s approach- are we simply replacing a traditional tool (like a chalkboard with a slideshow), making a process run more smoothy, or completely transforming the learning experience in ways that weren’t possible before?
By bringing together these two dimensions, PICRAT pushes us to ask not just “Am I using technology?” but also, “How are my students actually engaging with it, and how does it reshape my teaching?”
Teaching Future Teachers in Romania
Romanian pedagogical high schools serve a dual mission: delivering academic content and preparing our students to become capable educators. In my classes, that means teaching complex theories in psychology and pedagogy while also showing how those theories work in real classrooms. I am also an educational practice coordinator so I get the chance to observe how my students practice what I teach.
Naturally, technology can help with these goals if used with intention. It’s not about adding flashy tools for the sake of it- it’s about using them to make lessons more relevant, hands-on, and engaging. PICRAT has been a useful lens for figuring out which tech tools actually help me do that.
Applying PICRAT in Psychology Classes
In my psychology course, one important topic is developmental stages, like Piaget’s theories. Before I discovered PICRAT, I mostly relied on lectures, readings, and open discussions. These methods worked fine, but students were often just taking notes without deeper engagement.
1. Passive + Replacement
Now, I introduce Piaget by assigning a short video that summarizes his stages of cognitive development. Instead of me lecturing, the video “replaces” my usual talk. Students get the content in a clear, visual format, but they’re still mostly passive viewers.
2. InteractivE + Amplification
Next, I have them take brief quizzes using online platforms like Quizizz. Because students receive instant feedback, they can see exactly where they’re struggling, and I can jump in to clarify. It’s the same content as a paper quiz, but tech speeds up the process and keeps students engaged.
3. Creative + Transformation
The biggest shift comes with a group project: Students use collaborative tools (like Google Docs) to develop their own child-observation templates based on Piaget’s ideas. Rather than just absorbing information, they’re creating something new. This is where PICRAT’s emphasis on transformation becomes real: they’re applying theory in a hands-on, imaginative way.
Using PICRAT in Pedagogy Classes
I’ve seen an equally big impact in pedagogy, particularly when it comes to instructional design and classroom management- topics where theory and real practice must go hand in hand.
1. Passive + Replacement
I often start by having students watch recordings of actual lessons from previous classes. This replaces my usual lecture and gives them a front-row seat to real-life teaching. They’re still in a passive role, but they learn by observing techniques in action.
2. Interactive + Amplification
For classroom management, I use collaborative tools like Padlet. Students post their strategies, comment on each other’s ideas, and “like” suggestions that resonate with them. It’s a faster, more participatory spin on a traditional group discussion.
3. Creative + Transformation
My favorite moment is when students create fully fleshed-out lesson plans using Canva or Genially. They add interactive elements, simulations, and games that could be used with actual primary school children. This goes beyond simply amplifying traditional methods- technology is enabling them to design engaging, modern experiences they can genuinely use in the future.
Why PICRAT Aligns With Our Mission
Our high school’s core mission is to produce thoughtful, adaptable educators, and the PICRAT model fits neatly into that goal. It doesn’t just ask whether we’re using technology; it pushes us to see whether we’re truly involving students and changing the nature of learning.
I strongly believe that flexibility is key. Since PICRAT covers a range of engagement levels (from passive to creative) and teacher roles (from replacement to transformation), I can adapt activities to students’ varying comfort with technology. Many of my students find the transformative tasks especially rewarding, since they get to build tools or lessons they can actually use in the classroom one day.
Overcoming Real-World Challenges
Let’s be honest: not every classroom in Romania- or anywhere- has reliable internet or sufficient devices. This can hamper how far I can go with technology. Sometimes, I have to plan for small-group rotations or simpler tools.
Another hurdle is that some students struggle with the creative part. Maybe they’re not used to designing digital projects or they’re uncomfortable experimenting with new tools. In those cases, I shift gears and provide step-by-step coaching, reassurance, and examples. It’s a learning curve, but eventually most of them start to enjoy the process.
It’s also worth noting that PICRAT doesn’t tell you exactly how to teach step by step. It’s more of a reflective guide, so you have to be ready to keep trying new ideas and evaluating what works (and what doesn’t). That kind of flexibility takes time and a willingness to learn from mistakes.
Reflective Practice Through Technology
One of the best outcomes I’ve seen from PICRAT is how it makes reflection part of our routine. After any tech-based activity, we take time to discuss about what went well, where we got stuck, and how we might improve next time. These talks sharpen students’ critical thinking and remind them that good teaching is an ongoing process of trial, reflection, and adjustment.
I’m open about my own decisions in class, too. I explain why I chose a particular platform or why something didn’t go as planned. Being transparent lets students see that “perfect” teaching doesn’t exist- we’re all learning, all the time.
Final Reflections: A Purposeful Approach to Tech Integration
For me, the PICRAT model is more than just a checklist; it’s a mindset. It encourages me to keep asking: “Is this tech tool really enhancing my students’ understanding and engagement?” and “Are they mostly watching or truly creating something meaningful?”
Digital tools evolve fast, but our job as educators stays the same: to nurture curious, capable learners who are ready for the modern world. By blending traditional methods with thoughtful tech integration, I believe we can help students explore psychological and pedagogical theories in ways that truly stick- and maybe even inspire them to become the kind of teachers who never stop reflecting and growing.
When all is said and done, I hope my students leave not only with a solid academic grounding but also with the imagination and confidence to use technology in classrooms of their own. PICRAT has played a big part in steering me toward that vision- lesson by lesson, tool by tool, reflection by reflection.
Bibliography
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
- Kimmons, R., & Hall, C. (2018). Why use technology in the classroom? PICRAT: A model for technology integration in teacher preparation. In R. Kimmons (Ed.), Foundations of learning and instructional design technology. EdTech Books.