The Technology Integration Planning Model

1. The Technology Integration Planning Model Mary Monroe Fall 2007 MEDT 3401 1

2. An Overview of the TIP Model • This model “gives teachers a general approach to addressing challenges involved in integrating technology into teaching”. • “The TIP Model provides a helpful guide on procedures and issues to address” (p. 52). 2

3. Phase 5 Evaluate and Revise Integration Strategies Phase 1 Determine the Relative Advantage Phase 4 Prepare the Instructional Environment Phase 3 Design Integration Strategies Phase 2 Decide on Objectives An Overview of the TIP Model • “Each of the model’s five phases outlines a set of planning and implementation steps that help ensure technology use will be efficient and successful in meeting needs” (p. 52). 3

4. Phase 1: Determine Relative Advantage • Recognize relative advantage • Phase 1 Questions • What is the problem I am addressing? • Do not focus on technologies • Look for evidence • Do technology-based methods offer a solution with sufficient relative advantages? 4

5. Phase 1: Determine Relative Advantage • Estimate the impact • Consider the required effort and expense 5

6. Phase 2: Decide on Objectives and Assessments • Example outcomes, objectives, and assessments • Higher achievement, cooperative work, attitude, and improved outcome • Phase 2 Questions • What outcomes do I expect from using the new methods? • Focus on results, not process 6

7. Phase 2: Decide on Objectives and Assessments • Make a statement observable and measurable • What are the best ways of assessing these outcomes? • Use written test to assess skill achievement outcomes • Use evaluation criteria checklists to assess complex tasks or products • Use rubrics to assess complex tasks or products 7

8. Phase 2: Decide on Objectives and Assessments • Use Likert scale-type surveys or semantic differentials to assess attitude outcomes • Use observation instruments to measure frequency of behaviors 8

9. Phase 3: Design Integration Strategies • Deciding on teaching/learning methods • Use directed and constructivist strategies • Phase 3 Questions • What kinds of instructional methods are needed in light of content objectives and student characteristics? 9

10. Phase 3: Design Integration Strategies • Content approach • Grouping approach • Whole class, individual, pairs, and small group • How can technology best support these methods? • Refer back to Phase 2 • How can I prepare students adequately to use technologies? • Prepare and teach students before graded product 10

11. Phase 4: Prepare the Instructional Environment • Essential conditions for effective technology uses • Adequate hardware, software, and media • Time to use resources • Special needs of students • Planning for technology use • Phase 4 Questions 11

12. Phase 4: Prepare the Instructional Environment • What equipment, software, media, and materials will I need to carry out the instructional strategies? • Computers • Copies of software and media • Access to peripherals • Handouts and other materials • How should resources be arranged to support instruction and learning? 12

13. Phase 4: Prepare the Instructional Environment • Access by students with disabilities • Privacy and safety issues • What planning is required to make sure technology resources work well? • Troubleshooting • Test-runs and backup plans 13

14. Phase 5: Evaluate and Revise Integration Strategies • Evaluation issues • Were objectives achieved? • What do students say? • Could improving instructional strategies or the environment improve results? • Have I integrated technology well? • Phase 5 Questions 14

15. Phase 5: Evaluate and Revise Integration Strategies • How well has the technology integration strategy worked? • Achievement and attitude data • Students’ comments • What could be improved to make it work better? • Scheduling • Technical skills • Efficiency 15