Technology Integration Planning (TIP) Model

This week we delved further into the TIP model. Our study path defined the model as having 2 distinct phases:

1. Enhancing – the provision of some form of relative advantage.
2. Changing – the ability to do something new, something not previously possible.

I did some research to find out some more information and came across this site, which describes the TIP model for teachers and outlines 6 phases:

Phase 1: Technological Pedagogical Content Knowledge (PCK)
Phase 2: Why should I use a technology-based method?
Phase 3: How will I know students have learned?
Phase 4: What teaching strategies and activities will work best?
Phase 5: Are essential conditions in place to support technology integration?
Phase 6: What worked well? What could be improved?

Which as you can see links to PCK another framework we have covered in this course.

I also found this diagram of the process involved in the TIP model

Planning Lessons

As I create my professional experience folder and begin preparing for prac I figured I’m going to have to start thinking about planning lessons, particularly with ICTs integrated. Another student, Tyahnie Wilson reflected on a previous experience of hers and says, “I relied on the students input during the lesson to shape the teaching environment which proved to be effective because the students were actively contributing to the lesson without major prompting.” This really highlighted the importance of adapting your lessons to suit the children you are teaching, each lesson plan will be taught differently depending on the classes needs.

In doing a quick search on planning for lessons, I came across this site, which has lesson plans based on each learning area (maths, science etc) and for each grade, and is also linked directly to the Australian curriculum.

Prac Resources

During the learning paths each week we have been introduced to different resources that will help us whilst out on prac, as well as, when we have a class of our own. Previously we were introduced to scootle, a website that contains a mound of online and interactive resources, unit and lesson plans all linked to the Australian Curriculum.

This week we were introduced to the learning place, “the Queensland Department of Education, Training and Employment’s comprehensive eLearning environment providing secure access to an innovative range of digital tools, resources and eSpaces for teaching and learning, collaboration and networking.”

One of the other students posted a link to tesIboard, another website with a range of interactive games and tools, as well as, units of work. Unfortunately this one isn’t linked to the Australian curriculum 😦

Preparing for Prac

Moving on to module 3 this week, we are now focusing on preparing for prac (which is a little daunting and overwhelming). I received 12 subject credits for previous study, and as a result, this is my first prac at a school and I am very, very nervous (perhaps a little petrified :() I have printed off the information and forms on the professional experience website, but the whole thing is still feeling a little surreal.

I have made myself a list of questions to ask my mentor before my professional experience begins so that I have a sound knowledge of the class context and dynamics, the students abilities and what topics will be taught while I’m there.

We are also encouraged to create and maintain a professional experience folder in which we collect evidence and resources to use when we go to job interviews 🙂 There is a lot to remember and a lot to do, so I have made myself a checklist to make sure I keep on track and don’t forget anything. Is there anything else you can add that I have forgotten?

Before Prac starts:
 Contact site co-ordinator and organise time to meet mentor (day/ time suitable for them)
 Meeting with mentor, ask if possible to visit class prior to prac starting
 Contact USQ Liaison

During Prac:
 Be at school from 8-4pm
 Show mentor lesson plans prior to teaching
 Ask for feedback at the end of each lesson/ day (write feedback on lesson plan template)
 Observe students
 Observe mentor- routines, approaches used, children’s portfolios, how lesson plans are written
 Write daily reflection on each lesson
 Ask mentor to complete weekly feedback form (week 1 and 2)
 Ask mentor to complete ICT statement and professional experience report (week 3)
 Ensure SONIA result has been entered before leaving on last day
 Ask for reference from teacher/ site co-ordinator

Create/ maintain prac folder. Need to collect the following evidence:
 Class info- Class roll, seating plan, special needs, gender mix, age group, other diversity needs
 Observations
 Lesson plans including handouts used
 Lesson plan- Feedback given by mentor
 Personal daily reflections
 Weekly feedback forms x 2
 Professional experience report
 Reference
 ICT statement
 Resources/ names of resources used

Key Characteristics of Good ICT-based Learning

Earlier in the course we were asked to begin making a list of qualities of good application of ICTs. So far, I have the following:

– Assessment using ICTs should work towards making students thinking processes visible
– ICTs should enhance learning. This is established firstly by asking, “can this activity be done without using ICTs?” if so, the ICTs are probably not enhancing students learning.

As you can see, I don’t have an extensive list of qualities so far, however, I somehow cam across this article that outlines the Key characteristics of good quality teaching and learning with ICT.

I was also reading through a fellow students blog, which bought up the four pillars of education framework. This framework separates learning into four key learning areas:
1. Learning to know
2. Learning to do
3. Learning to live together
4. Learning to be

I was thinking that the implementation of this framework as a supporting pedagogy when integrating ICTs into the classroom could help to enhance students learning by providing some of the key characteristics of good ICT-based learning.

In my PLN, I also follow this blog by Kathleen Morris, who has focused on using student blogs as digital portfolios. She has outlined the process she went through to establish the blogs, how it supports parent involvement, how it helps students learning and how it has helped develop a classroom community. I wonder if the students blogs being used as digital portfolios could also be a form of assessment, as you are able to see the students progression of learning and thinking processes as mentioned previously… what do you think?

Using Technology vs Technology Integration

This week we were introduced to a new framework or idea that is called ‘Using technology’ vs ‘Integrating technology.’

Aditi Rao has developed a table to explain this concept which can be found at this blog post.

Fellow blogger, Tannie Little, extends this idea further by stating, “Using ICT in the classroom should be more than just replacing paper and pen for an online tool.” In other words, asking ourselves, can this activity be done without using ICTs, and if so, it’s probably an example of using technology, rather than integrating it.

Another blog I have been following, reinforces this point by stating, “Enhancing and transforming learning with ICT is vital but needs thoughtful planning as we develop our individual “digital toolboxes”. What tools we choose to put in that box is important but how we use them is even more so,” once again emphasising that it’s not just about using ICTS in our teaching but how we use them that enhances learning.

Constructing and Transforming Knowledge

This week we revised what we have previously learned about constructing and transforming knowledge. In a previous post, I have summarised what each of these terms refers to.

This week we explored these types of knowledge in relation to the Australian curriculum. The learning path highlights how some learning areas, such as science, history and geography have explicitly outlined which content descriptors are constructing knowledge and which are transforming knowledge. While the maths and English learning areas this isn’t so clear. This information has been summarised below.

Science Curriculum:
1. Science understanding- Constructing knowledge
2. Science as a human endeavour- Transforming knowledge
3. Science inquiry skills- Contains both transforming and constructing knowledge

History curriculum:
1. Historical knowledge and understanding- constructing knowledge
2. historical skills- transforming knowledge

Geography curriculum:
1. Geographical knowledge and understanding- constructing knowledge
2. Geographical inquiry and skills- transforming knowledge

As mentioned previously, this information is not explicit in the maths and English curriculums, so in order to determine which knowledge a content descriptor is, the teacher needs to ask the following question:

Is the content descriptor asking students to know:
– facts or concepts, or
– how to perform a task?

Facts and concepts are relevant to constructing knowledge, while performing a task is transforming knowledge.

Authentic Assessment

An online quiz conducted in this weeks learning path, bought our attention to the notion of authentic assessment, in particular in relation to the use of ICTs. One point that stood out to me, is that authentic assessment I about allowing students to show the thinking process, or making students thinking visible. This allows us as educators to determine why they choose a certain answer and their justification for this answer. In trying to do some further research on using ICTs to enhance assessment, I came along the following articles:

– this paper which focuses on the use of ICTs in enhancing summative assessment.

– this article focuses on aligning ICT in assessment with teaching and learning, which to me is what the TPACK framework is all about.

– this article doesn’t have an ICT focus, but outlines the components of an authentic assessment.

Mind Map of Resources that can be used in Learning Expeirences

What other resources can you think of? And what skills/ learning outcomes are they developing?

5 es framework

Primary Connections summarises the 5Es model as:

Engage
Each unit begins with a lesson that mentally engages students with an activity or question. It captures their interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas.

Explore
Students carry out hands-on activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill.

Explain
Only after students have explored the concept or skill does the teacher provide the concepts and terms used by the students to develop explanations for the phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.

Elaborate
This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skill. It is important for students to discuss and compare their ideas with each other during this phase.

Evaluate
The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills.

In the learning path, this framework was included in a long list of frameworks that can be used to help guide us in sequencing our learning experiences. When planning learning experiences, another question that needs to be considered is ‘How do we know if an ICT tool is needed for the job?’ A fellow student has written a post about this exact question. Check it out.