Technology Integration Planning (TIP)

Refer to our studydesk Week 5 TIP Model, Wiencke and Roblyer (2004) mentioned some examining questions to be concern as 

• Are there any topics or curriculum objectives I have difficulty teaching?
• Do any of these instructional 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?

This picture adapted by Lorraine Vickery (2013) 

Knowing that this TIP model is been developed by Roblyer (2006) who had focused on two questions from studydesk with table for me to answer as shown below.

• What is the problem should I be addressing?
• Do technology-based methods offer a solution with sufficient relative advantage?

Technology solutions with potential for High Relative Advantage (adapted from Roblyer, 2006, p. 45)

Learning Problem	Technology Solution	Relative Advantage
Concepts are new, foreign (e.g., mathematics, physics principles).	Graphics, tools, simulations, video-based problem scenarios	Visual examples clarify concepts and applications
Concepts are abstract, complex (e.g., physics principles, biology systems).	Maths tools (Geometer's SketchPad), simulations, problem-solving software, spreadsheet, exercises,  graphing calculators	Graphics displays make abstract concepts more concrete; students can manipulate system to see how they work
Time-Consuming manual skills (e.g., handwriting, calculations, data collection) interfere with learning high-level skills	Tool software (e.g., word processing, spreadsheets) and probeware	Attention-getting displays, immediate feedback, and interaction combine to create motivating practice
Students cannot see relevance of concepts to their lives (e.g., history, social studies)	Stimulations, internet activities, video-based problem scenarios	Visual, interactive activities help teachers demonstrate relevance.
Skills are 'inert', i.e. students can do them but do not see where they apply (e.g., mathematics, physics).	Simulations, problem solving software, video-based problem scenarios, students development of web pages, multimedia products	Project-based learning using these tools establishes clear links between skills and real-world problems.
Students dislike preparing research reports, presentations.	Student development of desktop- published and web page/multimedia products	Students like products that look polished, professional
Students need skills in working collaboratively, opportunities to demonstrate learning in alternative ways.	Student development of desktop-published and web page/multimedia products	Provides format in which group work makes sense; students can work together "virtually" students make different contributions to one product based n their strengths
Students need technological competence in preparation for workplace.	All software and productivity tools; all communications, presentation; and multimedia software	Illustrates and provides practice skills and tools students will need in work situations
Teachers have limited time for correcting students individual practice items.	Drill-and-practice software, handheld computers with assessment software	Feedback to students is immediate; frees teachers for work with students
No teachers available for advanced courses.	Self-instructional multimedia, distance courses	Provides structured, self-paced learning environments
Students need individual reviews of missed work.	Tutorial or multimedia software	Provides structured, self paced environments for individual review of missed concepts.
Schools have insufficient consumable materials (e.g., science labs, workbooks).	Simulations, CD-ROM based texts, ebooks	Materials are reusable, saves money on purchasing new copies.
Students need quick access to information and people are not locally available.	Internet and email projects; multimedia encyclopaedia and atlases	Information to access; people are easier  less expensive to contact.

This model also adapted by Finger, et al (2007) to provide implementation steps that will ensure technology integrate in the classroom will be meaningful, successful and efficient. The 5 phases are:-

Phase 1: Determine relative advantage
Phase 2: Decide on objectives and assessments
Phase 3: Design integration strategies
Phase 4: Prepare the instructional environment
Phase 5: Revise integration strategies (Finger, et al, 2007 p. 155)

Apart from the TIP model above, an example shared on how teaching and learning context is created to assist in planning for integration of technology.

Refer to Zoe's blog where she drafted her context in the UoW based on learning experiences with criteria of 2 learning outcome 

1. anecdotal records about student recognising their feelings and thoughts of characters both in books integrating with IWF or Ipad (as formative assessment) 
2. allow students in to create sentences that show their feelings and thoughts of story book or short film characters (as summative assessment).

References:

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT: Making it Happen. Pearson Education Australia.

Roblyer, M.D (2006). Integrating educational technology into teaching, 4th edn, Pearson Merrill Prentice Hall, Upper Saddle River, NJ

The Technology Integration Planning Model [Image]. (2013). Retrieved August 27, 2013 from http://virtualicteltpd.ning.com/profiles/blogs/the-technology-integration-planning-model