The Technology Integration Planning Model

The Technology Integration Model – ICT and Pedagogy

Here They Are!

This week in the unit I’m studying on Online Learning, we’re looking at effective ICT integration planning models, focusing on the Technology Integration Planning (TIP) model.
There are many ways that educational institutions plan the integration of ICT. Some of these can be divided into two main areas of focus. Does the institution first plan how it sees learning happening, then acquires the technology systems to enhance that? Or does it allocate a budget for ICT and then ICT systems are put in place and then learning activities are designed around what the ICT allows? Warren McCullough (2011) has outlined these differences here.

Because of these fundamental differences in emphasis between infrastructure and curriculum, it is essential for educators to have an understanding of well designed integration planning models. The Technology Integration Planning (TIP) model is one such model, developed by Roblyer (2006), and adapted by Finger, et al…

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Assessment 2 – Unit of Work

Year level: 3

Curriculum: English

I decided to work on an English unit of work, as it is vital to develop teaching strategies. I looked through each year level, but found that I would be able to implement some of my teaching experiences into certain aspects, such as creative writing and reading as a class.

Student learning objectives:

Within this unit of work, students will have a number of learning objectives. Primarily, the unit is an English one, so they need to be able to communicate with others, retell stories, read at an appropriate level and write an original story. They also are given a blog page at the start of the unit, which they are expected to update with reflections after every lesson. This will help students become more comfortable in using ICT’s, and the teacher can also see what students are enjoying and what they are having difficulty with.

Assessment criteria:

The students have two different writing tasks during the unit of work. The first one is a group collaboration- rewriting a classic story. Students view the texts online and brainstorm ways to alter the story (characters, endings etc.). They are also expected to communicate using their blog pages, either at school or home. They then need to create an original text, using word processing programs. The individual task is the end assessment (summative), while the group retelling task is a stepping stone to help promote thinking and communicating (formative).