This week we learned about some models that can help us design ICT-rich learning environments, including the Technology Integration Planning, or TIP, model.
What I did find quite useful about the TIP model is the table that we were shown, outlining some common classroom scenarios and the relating technology solutions. These solutions were labeled as having ‘potential for High Relative Advantage’, and gives some ideas for ICT integration to address learning problems. I’ve popped the table below, as I think it’s an interesting resource for teachers. Hopefully this is food for thought for you all as well!
Also, if you want to do any more reading on the TIP model, a peer posted a link to an informative blog post that you might like!
Technology Solutions with potential for High Relative Advantage (Roblyer, 2006, pg. 54)
|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 se 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.|
Roblyer, M.D. (2006). Integrating Educational Technology into Education. (4th Edition). Upper Saddle River NEw Jersey: Pearson Education Inc., p. 54 -56.