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TIP (Technology Integration Planning) Model

M. D. Roblyer

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TIP (Technology Integration Planning) Model

TIP model is created for teachers as a guide that ensures the efficiency of integrated technology about whether it meets the needs or not

Gives a general approach to addressing challenges involved in integrating technology into teaching practices. (Robyer, 2006, pg. 52)

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Phase I: Determine relative advantage

Phase II: Decide on objectives and assesments

Phase III: Design Integration Strategies

Phase IV: Prepare the Instructional Environment

Phase V: Evaluate and Revise Integration Strategies

TIP Model

(Roblyer, 2006, pg. 53)

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Phase I: Determine relative advantage Why Should I use a Technology-based Method?

You need to define the relative advantages of integrating technology in order to see the possible good solutions and new better ways work with this integration to give up your traditional routines.

Relative advantage: benefits of a new method over an old one

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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

Example Technology Solutions with Potential for High Relative Advantage

Resource

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Phase II: Decide on objectives and assesments How will I know students have learned?

You decide the objectives and assessment methods best suit with your technology integration.

General objectives: İmprove student behaviours : better achievement, on-task behaviours, improved attitudes Improve teacher behaviours: Save time on a task

To assees students we can use: Rubrics, scale type surveys or observations charts.

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Sample Brochure Rubric

(Roblyer, 2006, pg. 57)

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Phase III: Design Integration Strategies What teaching strategies and activities will work best?

You should consider the characteristics of the topic, the needs of students and the constraints of the classtroom environment

Decide the intructional method Content: single or interdisciplinary Grouping: individual, pair or groups

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Phase IV: Prepare the Instructional EnvironmentAre essential conditions in place to support technology integration?

You should prepare a healthy teaching environment that provides effective technology integration.

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Essential Conditions for effective technology use

Adaquate hardware, software and media Time to use resources Special needs of students Planning for technology use

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Phase V: Evaluate and Revise Integration Strategies What worked well, what could be improved?

You should come up with a pros and cons list of the technology that you used in your lesson.

Technology Impact Checklist

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Essential Conditions for Effective Technology Integration

Trained Personal

Access to hardware, software and other resources

Appropriate teaching and Assesment Approaches

Technical Assistance

Required Policies

Shared vision for technology Integration

Standards and curriculum support

Effective Technology Integration

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End of the Presentation…

Questions?

Prepared by Tuğba Buldu

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References Roblyer, Margaret D. (2006). Integrating

Educational Technology into Teaching . .(4 th Edition) New Jersey. Merrill Prentice Hall