PIC RAT is a technology integration model for teacher education that assists teachers in improving their classroom practices. It has two parts: PIC and RAT. The PIC part responds to the question "What is the student's relationship to the technology?" with one of three responses: Passive, Interactive, or Creative. The RAT part responds to the question "How is the use of technology influencing the teacher's existing practice?" with one of three responses: Replacement, Amplification, or Transformation.

The PICRAT matrix organizes answers to these two questions into a 3x3 visual matrix. Practices are interpreted hierarchically, with more active, effective, and justified classroom technology practices occurring at the top-right of the matrix. The PIC part of the matrix loosely aligns with Bloom's taxonomy of educational objectives for the cognitive domain, where passive learning activities might favor lower-level cognitive objectives like remembering, interactive activities might favor mid-level objectives like applying, and creative activities might favor higher-level objectives.

The RAT part of the matrix suggests that teacher practices with technologies exhibit differing levels of relative advantage to a teacher's pedagogy, with some practices being more pedagogically beneficial than others. The PICRAT matrix can be particularly useful when teachers reflect upon their practice by analyzing existing or proposed learning activities according to the framework.

One key insight of PICRAT is that any technology might be used in a variety of ways, with some practices being more educationally valuable than others. The more difficult parts of PICRAT for educators to understand and master in practice often include the Creative and Transformative levels.

In addition, one common concern with PICRAT is that its hierarchical structure might be viewed as delegitimizing some technology practices that are educationally valuable. However, rather than interpreting this to mean that teachers should never show YouTube videos to students, PICRAT should be used to consider whether there are additional ways to have students engage in the learning process beyond watching the video, whether some videos might be better than others, and whether practices near the bottom-left are being done for their educational merit or due to lack of planning and reflection.

Overall, PICRAT is a framework to help teachers and teacher education students engage in reflective practice and improve their classroom technology integration practices.