TECHNOLOGY INTEGRATION PLANNING (TIP) : TECHNOLOGY INTEGRATION PLANNING (TIP) The TIP is a systematic way to address challenges involved in integrating technology into teaching
TECHNOLOGY INTEGRATION PLANNING (TIP) : TECHNOLOGY INTEGRATION PLANNING (TIP) Phase 1 – Determine the relative advantage
Phase 2 – Decide on objectives and assessments
Phase 3 – Design integration strategies
Phase 4 – Prepare the instructional environment
Phase 5 – Evaluate and revise integration strategies
PHASE - 1 : PHASE - 1
Determine the relative advantage(Why should I use technology-based method?)Teachers should look at their current teaching problems and identify technology-based methods that may offer good solutions : Determine the relative advantage(Why should I use technology-based method?)Teachers should look at their current teaching problems and identify technology-based methods that may offer good solutions
Slide 5 : The following make it easier to see relative advantage:
Compatibility – methods consistent with cultural values & beliefs
Complexity - easy enough to learn and to carry out on frequent basis
Triability – being able to try it out a little before making a final decision
Observability – seeing others, they emulate using the new method successfully
Slide 6 : At this Phase:
Teachers review their curriculum and teaching methods
Identify instructional problems for which technology might offer good solution
Trialability and observability help them review a technology-based method and determine if it is compatible with their values and easy enough for them to learn and implement
Teachers make decision on its relative advantage for them
Slide 7 : Issues to address in Phase 1:
Are there topics or curriculum objectives I have difficulty teaching?
Do any of these instrucitonal problem areas have technology-based solutions?
What is the relative advantage of the technology-based solutions?
Is the relative advantage sufficient to justify the effort involved?
PHASE - 2 : PHASE - 2
Decide on objectives and assessments(How will I know students have learned?) : Decide on objectives and assessments(How will I know students have learned?) Teachers decide skills they want students to learn and design ways to assess how well students have learned and how effectively the activity has seen carried out:
Performance checklist
Criterion checklist
Rubrics
Slide 10 : To be sure a technology successfully addressed the problems identified in Phase I, teachers should state expectations in the form of observable, measurable outcomes, then design materials to measure outcomes
Slide 11 : Issues to address in Phase 2:
What kinds of performance do I expect from students to show they learned?
What is the best way for me to assess students’ learning progress and products?
Do the desired instruments exist or do I have to develop them?
What other methods could measure success?
PHASE - 3 : PHASE - 3
Design Integration strategies(What teaching strategies and activities will work best?) : Design Integration strategies(What teaching strategies and activities will work best?) Teachers decide on instructional strategies and how to carry them out. This means making decisions about:
Instructional approaches – ( traditional, directed, etc)
Curriculum approaches – (single subject , interdisciplinary)
Grouping –
Sequence – pre-requisite technology skills
Slide 14 : Issues to address in Phase 3:
Should activities be directed, constructivist, or a combination of these?
Will the instruction be single subject or inter-disciplinary?
Should activities be individual, paired, small group, large group, whole class?
What strategies should I use to encourage students to be integrally involved with the technologies?
What sequence of activities should I teach?
PHASE - 4 : PHASE - 4
Prepare the environment(Are essential conditions in place to support teaching and learning?) : Prepare the environment(Are essential conditions in place to support teaching and learning?) Teachers organize the teaching environment so technology plans be carried out effectively.
How many computers and copies of software will be needed to carry out the activities?
How many computers and copies of software are available?
What other equipment, software, media and resources will be needed?
How long does it take to carry out the activities?
Slide 17 : Issues to address in Phase 4:
How many computers and copies of software will be needed to carry out the activities?
How many computers and copies of software are available?
Over what time period and for how long will technology resources be needed?
Do I need to schedule time in a lab or media center?
PHASE - 5 : PHASE - 5
Evaluate and revise(What worked well?) : Evaluate and revise(What worked well?) Teachers review outcome data and information on technology-integrated methods and determine what should be changed to make them work better next time.
How do you know when you’ve integrated technology well?
How do you know when you haven’t integrated technology well?
Slide 20 : Issues to address in Phase 5:
Have I identified an instructional problem to solve?
Have I solicited feedback from students about how to improve activities?
Have I considered alternative ways to set up equipment so activities go more smoothly?
What do I need to change to achieve better impact?
How do you know when you’ve integrated technology well? : How do you know when you’ve integrated technology well? An outside observer sees the technology activity as a seamless part of the lesson
The students are focusing on learning, not on technology
You can describe how a technology is helping a particular student
You would have difficulty in accomplishing the lesson if technology weren’t there
All students are participating with the technology and benefiting from it
How do you know when you haven’t integrated technology well? : How do you know when you haven’t integrated technology well? You consistently see technology as more trouble than it’s worth
You have trouble justifying cost and preparation time in terms of benefits to your students
Students spend more time trying to make technology work than learning the topic
The problem you were trying to address is still there