Integration of

ICT
in Teaching and Learning

Technology Integration
Planning Model (TIP)
-Roblyer

5 phases
Not sequential

Phase 1

Determining the relative

advantages Why use technology?
Technology as innovations
What is relative advantage?
Chosen for insufficient reasons

School has it
Others use it
Principal likes it
Part of school culture

Acceptable for motivating reasons but

not for improvement of T & L
Need to recognise the difference
between

technology solution that that makes a

difference and one that is an inessential
add-on
One that improves the quality of teaching
and one that is simply innovative

Rogers Diffusion of
Innovations (1995)

People are likely to change if the

innovation has a desirable level of
the following
Relative advantage *
Compatibility
Complexity
Triability
Observability

What kind of teaching/learning problems

have technology-based solutions?

Pedagogical/learning and logistical problems

Matching needs with technology-based

strategies
Get acquainted with current technology
resources
Know how each can enhance T & L

Learning problem

Technology solution

Topic is difficult for

students because
concepts are new and
foreign to their
experience

Simulation program,
video-based problem
solving
Advantage: visual
examples make it easier
to grasp the nature of
systems, problems and
applications

Learning objectives are

high level, but time
consuming manual skills
(eg. Handwriting,

Tool software (eg. Word

processing,
spreadsheet)
Advantage: takes low

Phase 2

Decide on the objectives or learning

outcomes to be achieved
What type of results are expected?
What type of learning will take
place?
How to assess the learning?

Planning assessments What are

appropriate assessment strategies?
If your focus is on what students do rather
than what the teachers does, plan
assessment strategies before instructional
strategies (ISD)
Assessment depends on the kind of skill
being learned and the kind of students
performance the teacher wants to measure

Traditional assessment methods are

still relevant and appropriate low
level learning
Higher level learning requires more
authentic assessment methods in realworld context
Portfolios
Product

Use rubrics and checklists

Phase 3

Planning instruction What are

appropriate integration strategies?
Need to address several interrelated
concerns
Curriculum topics
Instructional grouping decisions
Provision of equity
Sequencing plans

Teaching skills from various areas

together better reflects real-life
situations because skills are rarely used
in isolation
It aids transfer if they see practical
applications

Single subje

Individual vs group strategies

Should learning activities be individual,
paired, smal group, large group or
whole class
Teachers must look for opportunities for
pairs or groups to work together

Directed, constructivist or combined

strategies

What are the performances teachers

want at the end of instruction

Planning for equity

Equitable access and use
Minorities, females, handicapped, with
special need
Insufficient hardware equal
opportunity

Phase 4

How do I prepare the classroom

environment and instructional
materials?
Learning sequence > resources
However, in reality

Decide on activities within constraint of

resources
Decide on teaching configuration

One computer
Classroom

Teacher uses computer for classroom

presentations and demonstrations
To supplement and enhance traditional
lectures to accomplish whole-class
instruction of learning objectives

To introduce new concepts, prepare

students for lessons, describe background
information for assignment and explain
evaluation criteria

Students work on computer in small

groups to foster collaboration and
cooperative learning opportunities.
Students present their assignment,
projects and research activities to
the entire class.
Teacher keeps records, create
presentations and projects, do
research and communicate with
other teachers

Multi-computer
Classroom

Set separate learning stations, eg.

1 pc as research centre
1 pc as creation/working centre

Students rotate using the stations

Computer labs

All students have opportunity for

hands-on experience
Students learn technology skills

Address copyright and other legal

and ethical issues
Safety and privacy
Plan for failure

Gagnes Events of
Instruction
1.
2.
3.
4.
5.
6.
7.
8.
9.

Gaining attention
Informing learners of the objective
Stimulating recall of prerequisite learning
Presenting new material
Providing learning guidance
Eliciting performance
Providing feedback about correctness
Assessing performance
Enhancing retention and recall

CAI/CBI applications

Drills (drill and practice) 6 and 7

Tutorials 3 - 8
Simulations 6 and 7 and usually 2,
4 and 5
Instructional games 1, 6 and 7
Problem solving programs 3-7 and
9

Phase 5

Evaluate and revise instructional

strategies