TIP Model

TIP Model

A Technology Integration Planning (TIP) Model for Teachers

Introduction

Regardless of the technology integration strategy they use, teachers need a planning approach to ensure their strategy will be successful. The Technology Integration Planning Model (TIP) is a problem solving model that is useful when teachers are faced with selecting best strategies and materials, and they decide that they would like to try digital technologies to meet their needs. The TIP Model gives teachers a general approach to identifying and addressing challenges involved in integrating technology into teaching. 

Multiple Choice

What is paragraph 1 about?

• the TIP Model Structure?

• the facts about the TIP model

• The history of the TIP Model

Open Ended

Why is TIP Model considered a problem solving model?

Phase 1 Analysis of Learning and Teaching Needs

When teachers teach a topic for the first time or when strategies they have used to teach have not been as effective as they would like, they begin with two analysis steps.

Open Ended

What is the next pragraph most probably about?

Step 1

Will a technology-based method offer relative advantage? As teachers look at their current teaching problems and needs, they consider technology-based methods that promise good solutions. In his best-selling, research-based book on how and why innovations get adopted, Everett Rogers (2004) said that people resist changing how they do things, even if new ways are better. However, people are more likely to change if they see clearly the benefits of a new method over an old one. He called this seeing a relative advantage.

Step 2

What is my technological pedagogical content knowledge (Tech-PACK)? 

Teaching is a complex combination of what teachers know about the content they teach, how they decide to teach that content, and the tools they use to carry out their plans. Historically, teacher education has centered on content knowledge and pedagogy as separate concerns. Shulman(1986) stressed the importance of how these components work together, rather than separately, and Hughes (2000) extended Shulman’s concept by adding technology as another component of knowledge needed by teachers. Originally called TPCK (and later, TPACK), or the combination of technological pedagogical content knowledge required to integrate technology most effectively into instruction, this text refers to this combination as “Tech-PACK” to emphasize the critical contribution of technology to teaching. Teachers’ metacognitive awareness of Tech-PACK enables them to identify what they must learn more about in order to implement a given technology integration strategy to best effect (Mishra & Koehler, 2006). 

Open Ended

According to the text, what is teaching made of?

Multiple Choice

The approach to teaching components has changed over time.

• True

• False

• No information

Open Ended

What does TPACK stand for?

Phase 2 Planning for Integration

In this phase, teachers do three activities to carry out instruction, assess students, and create an environment that will support technology integration.

Open Ended

What do you expect to read about in the following paragraphs?

Step 3

How will I know students have learned? Teachers decide on the skills they want students to learn from the technology-integrated lesson(s) and design ways to assess how well students have learned and how effectively the activity has been carried out.

Step 4

What teaching strategies and activities will work best? Teachers decide on instructional strategies and how to carry them out. When teachers create an instructional design for technology integration, they consider the characteristics of their topic and the needs of their students and decide on an instructional course of action that addresses both within the constraints of their classroom environment.

Multiple Choice

What does the word both refer to?

• assessment and strategies

• topic features and the learning needs

• instructional design and technology integration

Multiple Choice

The word constraints means ...

• walls

• rules

• limits

Step 5

Are essential conditions in place to support technology integration? Teachers organize the teaching environment so that technology plans can be carried out effectively. Since research on effective technology uses shows that teachers can integrate technology successfully only if they have adequate hardware, software, and technical support available to them, ISTE (2008) listed a set of essential conditions for unleashing the potential power of technology tools and methods. For each technology integration strategy, the teacher determines that conditions are in place to support the desired integration strategies. An important concern here is providing essential conditions needed for all students to learn including those with special needs.

Multiple Choice

What does the word unleashing mean?

• providing

• limiting

• freeing

Multiple Choice

What does the word adequate mean?

• appropriate

• expensive

• important

Multiple Choice

According to the author, it is important that the essential conditions are provided for...

• all students with various needs

• all teachers with varying needs

• all special needs students

Phase 3 Post-Instruction Analysis and Revisions

Planning does not stop after the lesson has been implemented. Instead, teachers complete two further steps to prepare for the next time they use the integration strategy.

Step 6

What worked well? What could be improved? Teachers review outcome data and formation on technology-integrated methods and determine what should be changed to make them work better next time. In addition to collecting formal data on instructional and other outcomes, teachers sometimes interview students to ask what they think could be improved. Some teachers keep daily notes or logs on implementation problems and issues.

Step 7

Revisions. Based on findings from Step 6, teachers make any changes that are needed to achieve even better results in terms of student outcomes.

Open Ended

How can teachers analyze their teaching? Mention three ways.

Open Ended

Why do teachers need to review their teaching in the post-instructional stage?