The Technology Integration Planning Model

Mary MonroeFall 2007

MEDT 3401

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).

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).

Phase 1Determine the

Relative Advantage

Phase 2Decide onObjectives

Phase 3Design

IntegrationStrategies

Phase 4Prepare theInstructionalEnvironment

Phase 5Evaluate and

Revise IntegrationStrategies

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?

Phase 1: Determine Relative Advantage

• Estimate the impact

• Consider the required effort and expense

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

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

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

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?

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

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

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?

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

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

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