1. THE TECHNOLOGY
INTEGRATION MODEL (TIP)
BASED ON M.D. ROBLYER’S INTEGRATING EDUCATIONAL
TECHNOLOGY INTO TEACHING
Michelle Childress, M.S. Ed.
MEDA 5400 - Spring 2012

2. Overview of the TIP Model
 This model gives teachers
a general method of
approach to addressing
challenges found when
integration technology into
teaching.
 The five phases outlined
in this model provides
planning and integration
steps to ensure efficiency
and success in meeting
Phase 1
Determine
Relative
Advantage
Phase 2
Decide on
Objectives
Phase 3
Design
Integration
Strategies
Phase 5
Evaluate/Revise
Integration
Strategies
Phase 4
Prepare the
Instructional
Environment

3. TIP Model Phase Focus
 Phase 1 Focus - Why should I use a technology-
based method?
 Phase 2 Focus - How will I know students have
learned?
 Phase 3 Focus - What teaching strategies and
activities will work best?
 Phase 4 Focus - Are essential conditions in place
to support technology integration?
 Phase 5 Focus - What worked well? What could
be improved?

4. Phase 1 - Determine relative
advantage
Good teachers spend much time deciding how to
meet the challenges of making difficult concepts
more engaging or easier to grasp, or tasks more
efficient to accomplish. Technology-based
strategies offer many benefits to teachers as they
seek solutions to instructional problems. However,
time and effort are required to plan and carry out
technology-based instructional methods and
sometimes additional expenses are also involved.
Teachers will have to think critically and determine if
the benefits of using technology are worth the

5. Phase 1 - Determine relative
advantage
The first phase in integrating technology requires
answering two questions about the relative advantage
of using technology in any given situation.
 What is the problem I am addressing?
 Do not focus on technologies (is technology a good solution?)
 Look for evidence (is using technology the best resource?)
 Do technology based methods offer a solution with sufficient relative
advantage?
 Estimate the impact (consider the benefits others have gained; can
you repeat this success?)
 Consider the effort and expense (time, training, equipment)

6. Some Technology Solutions with the
Potential for High Relative
Advantage
Learning Problem Technology Solutions Relative Advantage
New concepts or foreign Graphic tools, simulations,
video-based scenarios
Visual examples clarify
concepts and applications
Time-consuming manual skills
(e.g. handwriting, calculations,
data collection) interfere with
learning high-level skills
Productivity software (word
processing, spreadsheets)
and probeware
Takes low-level labor out of
high-level tasks; students
focus on learning
concepts/skills
Skills are inert, i.e. students
can do them but do not see
where they apply
Simulations, problem-solving
software, video-based
problem scenarios, multimedia
products, web pages
Project-based learning using
technology establishes linsk
between skills and real-world
problems
Students need technological
competence to prepare for the
workplace
All software/productivity tools;
all communications,
presentations and multimedia
products
Illustrates and provides
practice in skills and tools
students will need in work
situations
Students need quick access to
information and people not
locally available
Internet and online projects;
multimedia resources
Information is faster to access;
people/resources are easier
and less expensive to contact
Excerpt from Figure 2.14 Technology Solutions with Potential for High Relative Advantage, Roblyer

7. Phase 2 - Decide on Objectives and
Assessments
Writing objectives is the best way to set clear
expectations for what technology-based methods will
accomplish. Usually there are expectations that using
a new or different method will improve student
behaviors (e.g. improved achievement, more on-task
behavior, improved attitudes). Sometimes changes in
teacher behavior are important as well, for example,
saving time on a routine task. In either case,
objectives should focus on outcomes that are
observable (e.g. demonstrating, writing, completing)
rather that those which cannot be seen or measured.
After stating objectives, teacher should create ways to

8. Phase 2 - Decide on Objectives and
Assessments
Some examples of outcomes; objectives, which are
used to state outcomes in a measurable form; and
assessment methods matched to the outcomes:
 Higher achievement outcome -- overall average performance on an
end-of chapter test will improve by 20% (assess achievement with a test)
 Cooperative work outcome -- all students will score at least 15 out of 20
on the cooperative group skill rubric (use an existing rubric to grade skills)
 Attitude outcome -- students will indicate satisfaction with the simulation
lesson by an overall average score of 20 of 25 points (create an attitude
survey to assess satisfaction)
 Improved motivation -- teachers will observe better on-task
behavior in at least 75% of the students (create and use an
observation sheet)

9. Phase 2 - Decide on Objectives and
Assessments
This phase requires answering two questions about
outcomes and assessments strategies if integrating
technology.
 What outcomes do I expect from using new methods?
 Focus on results, not processes (state what students should be doing as a
result of the project in concrete terms)
 Make statements observable and measurable (avoid statements that cannot
be measured)
 What are the best ways of assessing these outcomes?
 Use written tests to assess skill achievement outcomes (written, cognitive
tests)
 Use evaluation criteria checklists (give students a set of criteria that specifies
requirements which must be met for a project)
 Use rubrics to assess complex tasks or products (rubrics are very similar to
criteria checklists; they give added value as they give descriptions of various

10. Phase 3 - Design Integration
Strategies
Teachers make many design decisions as they
integrate technologies into teaching. What typically
drives these decisions is whether the learning
environment will be primarily teacher-directed or
inquiry based (constructivist).
The guidelines to help determine the method of
instruction should be:
 Use directed strategies -- when students need an efficient
way to learn specific skills which are assessed with traditional
tests
 Use constructivist strategies -- when students need to

11. Phase 3 - Design Integration
Strategies
This phase requires answering three questions about
instructional strategies, technology materials and
implementation strategies.
 What kinds of instructional methods are needed in light of content
objectives
and student characteristics?
 Content approach (should the approach be single subject or
interdisciplinary?; the interdisciplinary model how real-life requires the use of
multiple skills)
 Grouping approach (should students work as individuals, pairs, small or
whole groups)
 Whole class: for demonstrations or to guide discussion prior to student
work
 Individual: when each student should demonstrate mastery of skills at
project’s end
 Pairs: for peer tutoring; higher ability students work with those with less

12. Phase 4 - Prepare the Instructional
Environment
In practice teachers make Phase 3 and 4 decisions at
the same time--most decide how they will teach
something in light of what they have available to teach
it.
Essential conditions for effective technology use
include:
 Adequate hardware, software and media--enough computers are
available and there are sufficient copies of instructional resources.
 Time to use the resources--hardware and software have been obtained
and can be scheduled for the time needed.
 Special needs of students--provisions have been made for access by
students with disabilities and for all students’ privacy and safety.
 Planning for technology use--teachers can use the hardware and

13. Phase 4 - Prepare the Instructional
Environment
This phase requires answering three questions about
the instructional environment which will support the
use
of technology.
 What equipment, sofware, media, and materials will I need to carry
out the instructional strategies?
 Computers (the number of computers available may dictate the
grouping and scheduling strategies)
 Software/media (make sure you have legal rights to the copies of
software used)
 Access to peripherals (in addition to computers, consider printers,
paper, mobile units, etc.)
 Handouts and other materials (prepare support materials; create
summary sheet for software for example)

14. Phase 4 - Prepare the Instructional
Environment
 How should resources be arranged to support instruction and
learning?
 Access by students with disabilities (visual or hearing deficits may
require adaptive devices created especially to address these
disabilities)
 Privacy and safety issues (students should not use the Internet
without adult supervision and adequate firewall software installations
which will prevent accidental access to inappropriate sites)
 What planning is required to make sure technology resources work
well?
 Troubleshooting (computers will occasionally stop working, learn
simple diagnostic procedures so you can correct simple problems
without assistance)
 Test-runs and backup plans (leave sufficient time to learn and
practice using resources before expecting students to use them;
try out resources just before classes begin; have a backup plan

15. Phase 5 - Evaluate and Revise
Integration Strategies
When teachers complete a technology-based project with students, they
review evidence to determine success for their instructional methods and
strategies in solving the problems identified prior to instructional periods.
This information should be used to change the approach to tasks to ensure
more future success. Evaluation issues include:
 Were objectives achieved?--this is the primary criterion of success for
the instruction; did the use of technology solve the identified problem prior
to instruction?
 What do students say?--some of the best suggestions come from
students; informal discussions may yield a unique ‘consumer’ focus on the
activity.
 Could improving instructional strategies improve results?--
technologies do not improve as quickly as the way in which teacher use
them; consider the design of the technology use and the learning activities
surrounding technology.
 Could improving the environment improve results?--sometimes just a

16. Phase 5 - Evaluate and Revise
Integration Strategies
This phase requires answering two summary
questions about evaluating and revising technology
integration strategies.
 How well has the technology integration strategy
worked? (review the collected data)
 Achievement data (does the data show improved
achievement, motivation or attitudes; is higher
achievement consistent across the class or did some
achieve more than others?)
 Attitude data (has motivation improved for all or some?)
 Students’ comments (survey all students for opinions;
see what they say about the project or activity; would they
want to do more of this style of project?)

17. Phase 5 - Evaluate and Revise
Integration Strategies
 What could be improved to make it work better? (first
time technology-based activities can take longer and
encounter more errors than in subsequent projects; the
following areas are the ones most often cited for areas
needing improvements)
 Scheduling (students usually ask for more time for
production work)
 Technical skills (it usually takes more time than expected
to learn the technology tools)
 Efficiency (teachers most often say that these types of
activities take longer than expected to plan and carry out;
review schedules to see if there are areas where the
project can be expedited)

18. This Week’s Assignment
1) Review the MEDA5400 Technology Integration Plan (TIP) PPT. (attached in
D2L)
2) Review and print a copy of Figure 2.14 Technology Solutions with Potential for
High Relative Advantage. This is for your use and reference only. (attached in
D2L)
3) Review the Example of the Technology Integration Planning (TIP) Checklist.
(attached in D2L)
4) Save a copy of the BLANK (TIP) Checklist to your computer. This is for your
use only and will not be part of this assignment. (attached in D2L)
5) Review and print a copy of the ISTE NETS-S Technology Standards for
Students. This will be used to help create lesson plans for projects. (attached in
D2L)
6) Review and print a copy of the ISTE NETS-T Technology Standards for
Teachers. This will be used to help create lesson plans for projects. (attached in
D2L)
7) Review the link to Tennessee Content Standards. These will be used to help
create lesson plans in our course. (found in D2L description for this week’s