TECHNOLOGY INTEGRATION PLANNING (TIP) : TECHNOLOGY INTEGRATION PLANNING (TIP) The TIP is a systematic way to address challenges involved in integrating technology into teaching
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
Determine the relative advantage(Why should I use technology-based method?) : Determine the relative advantage(Why should I use technology-based method?) 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
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
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
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?
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?
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
Slide 9 : INSTRUCTIONAL
SOFTWARE INTEGRATION
Slide 10 : Instructional Software Materials are programs created for the sole purpose of assisting teaching and learning in either:
Delivering instruction using directed methods
Supporting learning using inquiry-based methods
Drill and practice
Tutorial
Simulation
Instructional game
Problem solving
COMPARATIVE SUMMARY : COMPARATIVE SUMMARY
Slide 12 :
Slide 13 :
Slide 14 : SOFTWARE TOOL
INTEGRATION
Slide 15 : Software tools are programs created for the purpose of helping people accomplish various tasks.
Makes work more efficient
Improves appearance of products
Improves information accuracy
Supports interaction and sharing
SUMMARY OF INSTRUCTIONAL SOFTWARE TOOLS : SUMMARY OF INSTRUCTIONAL SOFTWARE TOOLS
Slide 17 : MULTIMEDIA
&
HYPERMEDIA
Slide 18 : Hypermedia – interconnected media
Multimedia – many media Benefits of Multi/Hypermedia:
Variety of channels for communicating information
Interactive qualities
Flexibility of demonstrating learning
Support for practicing creativity, critical thinking, and information organization
Support cooperative group work
Slide 19 :
Slide 20 : INTERNET
&
DISTANCE RESOURCES
Internet : Internet Internet – a worldwide network that connects many smaller networks with a common set of procedures (protocols) for sending and receiving information
Intranet - a subset of internet usually available only to the members of the organization that set it up
Distance Learning : Distance Learning Distance learning had the following key components:
Instructor and learner separated by time and / or geographic distance
Electronic, print resources, voice communications, and combinations of them are used to bridge the gap
Distance Learning VS Distance Education : Distance Learning VS Distance Education Distance education - role of instructor
Distance learning – role of learner
Modes / Medium of Distance Learning : Modes / Medium of Distance Learning Broadcast / Terrestrial (broadcast such as satellite links or microwaves to send video/ Terrestrial such as land line telephone, cable lines)
Computer – based – (e.g.Microcomputer with modem , network, with camera)
Hybrids of the two (e.g. one way audio plus computer, broadcast video plus computer)