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Technology Integration Planning Model
Transcript of Technology Integration Planning Model
Step 3: Decide on Objectives, Assessments
Step 4: Design Integration Strategies
Step 5: Prepare Instructional Environment
Technology Integration Planning (TIP) Model
PHASE 1: Analysis of Learning and Teaching Needs
Step 1: Determine relative advantage: Will a technology-based method offer relative advantage?
My 5/6 class of 21 students are not very tech-savvy. They can use a computer to operate basic functions and access known websites, but their skills set is very narrow. When I demonstrate and complete what I consider to be basic tasks on the IWB they often ask what it is that I am doing. They show a genuine interest in wanting to use technology and learn new skills. I also referred to the DER Strategic Plan (2008) that "students undertake challenging and stimulating learning activities supported by access to global information resources and powerful tools for information processing, communication and collaboration" (page 4). I concluded that any technology exposure, integration, and/or implementation that I could provide for them would be an advantage for them at this stage in their education.
Step 2: Assess Tech-PACK: What is my Technological Pedagogical Content Knowledge (Tech-PACK)?
My understanding of Tech-PACK, in its simplest terms, is the who, what and how of teaching.
WHO - CONTENT KNOWLEDGE: I have taught all primary grades in my 17 years of teaching and I have taught years 5/6 for 3 years. I have also taught Information Literacy (Library) for four years, also at primary school level. I am familiar with the curriculum for Stage 3, in particular the HSIE strand and topic of the Australian Goldrush. I lived in Bendigo, Vic, for nearly 4 years which gave me the opportunity to become quite knowledgeable about the gold mining history of the area.
WHAT - TECHNOLOGICAL KNOWLEDGE: I consider myself to be quite tech-savvy. I use many web 2.0 tools on a regular basis in my classroom as well as apply useful tools in business and for fun. I am also an avid user of social media: facebook and Pinterest mostly. To date, the majority of my ICT learning has been self-guided as I see it to be the responsibility of the individual to learn; not necessarily to be provided to me by formal instruction through Professional Development.
HOW - PEDAGOGICAL KNOWLEDGE: Having an understanding of how students learn in imperative to implementing a successful teaching program. According to Koehler & Mishra (2009) "pedagogical knowledge requires an
understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom." (page 5). Familiarity with the contructivist theory of learning is especially useful when planning for ICT integration in the classroom.
Technology Integration Planning (TIP) model
What is TIP?
Roblyer & Doering in their 2013 book, Integrating Educational Technology into Teaching, introduce the Technology Integration Planning (TIP) model for teachers to help them understand how to implement technology into their teaching.
Phase 2: Planning for Integration
Information and Communication Technology is not a stand alone subject or Key Learning Area (KLA). It is a capability that can be integrated throughout the curriculum to enhance and deepen the students understanding of a subject.
According to the Australian Curriculum website:
"students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment". See http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction for more detailed information
Using the Stage 3 HSIE unit the Australian Goldrush, the assigned integrated ICT tasks will be related to this theme.
Phase 3: Post-Instruction Analysis and Revisions
Step 6: Analyse Results
I really find this enjoyable
I'm really enjoying this site. It's a really fun way to do assignments on. Thank you Mrs Hall for showing us this site! :)
Step 7: Make Revisions
Student Responses and Feedback:
wiki and voki avatar tasks
I will have fun!
Ok good I will enjoy this program
Collaborate, share and exchange
Select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others.
All students will be expected to complete assigned tasks by submitting them to the class wiki.
Successful embedding of widgets to the class wiki
For 3 x 1hr lessons over a 2 week period, students will be required to create a voki avatar to present 5 facts about the Australian Goldrush. Firstly they will need to locate accurate, relevant and interesting information. Students will then create their avatar using the text to speech option to present their information. They will then embed their avatar in the class wiki using a widget. I will demonstrate to the class how this is to be done and provide additional instructions on the wiki. They can access the wiki and voki classroom at home (if they wish) and can show their friends and families what they have been able to achieve.
* Familiarise myself and my students with the Acceptable Use Policy and Internet Use Policy of the NSW Department of Education.
* Ensure students have access to all websites required through the DET network.
* Computer lab booked for 3 x 1hr sessions per fortnight.
* Ensure the IWB is fully functional for whole class instruction (in the classroom before going to the lab as well as the IWB in the lab for further consolidation).
* Create the class wiki: MrsHallsClassroom
* Generate and distribute usernames and passwords to access the class wiki and voki classroom website.
* Ensure an adequate number of lab computers are accessible and fully functional for student use.
All of the students in the class successfully created a voki avatar to list 5 facts about the Australian Gold rush. In addition to this all students successfully embedded their voki onto the class wiki for all members to view. Many students engaged in discussions by adding comments as peer feedback to the wiki regarding the performance of others students in the class.
The class completed the assigned tasks in a substantially faster time than I had anticipated. I found that I was adding more tasks to the wiki for the students to complete as their skills base increased and they were eager for more challenges. I provided the students with a link to a site which would calculate their weight to a monetary value if they were a piece of gold. We then extended this to use excel to insert formulas to calculate the monetary value of the entire class. This was a great activity which they all completed in one session in the computer lab and all feedback was recorded on the wiki.
As all of the task instructions were delivered by me, I did not have an alternate plan in place for absent students. If I was to do this again I would have recorded all of my instructions using an on screen recording tool, such as Jing, so that I did not have to repeat lessons for absent students. It would also mean that those students who had difficulty understanding or missed any part of the instruction could then go back and revise their assigned tasks.
The following presentation is my TIP model for integrating ICT (specifically web 2.0 tools) for HSIE lessons on the Australian Goldrush in a 5/6 class