The TIP Model

The TIP Model gives teachers a general approach to addressing the challenges associated with integrating technology into their teaching.

There are 5 phases in the TIP Model –

Phase 1 – Determine the Relative Advantage

Phase 2 – Decide on Objectives

Phase 3 – Design Integration Strategies

Phase 4 – Prepare the Instructional Environment

Phase 5 – Evaluate and Revise Integration Strategies

Each of the five phases outlines a set of planning and implementation stages that support the efficient and successful integration of technology into the learning process (Monroe, 2007).

The following YouTube clip gives a great overview of the TIP model.

Fundamentally, technologies do not improve learning, it’s how the teacher utilises technology that is most crucial. Moreover, the TIP model provides teachers with framework to base their pedagogical integration of technology on (Reyes, n.d.).

Reference:

Reyes, S.G. (n.d.). A Technology Integration Planning (TIP) Model for Teachers. Retrieved from http://bookbuilder.cast.org/view_print.php?book=32768

Monroe, M. (2007). The Technology Integration Planning Model [PowerPoint]. Retrieved from  http://www.slideshare.net/chadvance/tip-model-7405567

eDidaktik Pedagogical Framework

The eDidaktik pedagogical framework is a model based on the 3 forms of teaching: monological, dialogical and polyphonic.

According to the model, during the planning process, the teacher should reflect on the purpose of teaching, the learning objectives, the students’ prerequisites and the technical prerequisites.  Based on their reflection, the teacher then chooses the best form of teaching.  The teacher then chooses the teaching tools, which best support the chosen form of teaching.

Although it is not part of the course learning material, this framework may be a useful to some, when trying to purposefully integrate ICT in the planning process.

Yours in ICT

Nell

Reference:

Jakob, N. (2013). eDidakit – ICT in Education. Retrieved from http://www.edidaktik.dk/en/

Flip Teaching

I have just been introduced to a new term through the blog of E Salter.  Flip teaching is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teacher.  This form of teaching can offer a more personalized guided learning experience, instead of lecturing (Wikipedia, 2013).

In his blog entitled Changing Gears 2012: rejecting the “flip” (2012), Ira David Socol asserts that those opposed to the “Flipped Classroom” approach feel that it is worse than ‘typical homework’.  They believe that it shifts the explanatory part of school away from the educators and onto the caregivers at home.  The problem with this is that each student’s home environment is different.  Those students from disconnected homes, with un-educated parents and from non-English speaking homes might be disadvantaged. Those who advocate “flip teaching’ talk about the opportunity for “catching kids up” (Socol, 2012).

Salman Kahn in his TED talk has a more advocative perspective of “flip teaching” than that of Socol.  It is definitely worth a watch.

I am not convinced that the approach used excessively would best meet the learning needs of the students, but I do think used carefully, it could offer valuable learning opportunities for students.

It is my belief that both the teacher and the parents are responsible for the education of students. Therefore, at times, under strict guidance, it could be appropriate to “flip” teach.

Reference:

Kahn, S. (2011). Salman Kahn talk at TED 2011. Retrieved from http://www.youtube.com/watch?v=gM95HHI4gLk

Socol, I.D. (2012). Changing Gears 2012: rejecting the “flip”. Retrieved from http://speedchange.blogspot.com.au/2012/01/changing-gears-2012-rejecting-flip.html

Wikipedia. (2013). Flip teaching. Retrieved from http://en.wikipedia.org/wiki/Flip_teaching

The Toolbelt Theory

Leading on from my Constructivist approach blog…

The Toolbelt Theory suggests that as educators we must teach our students the skills to analyse: tasks, their own skills and capabilities and the available tools, so that they are able to make their own decisions.

Much like the Constructivist theory, this theory encourages autonomy, initiative and higher order thinking. Thus, empowering students with the skills to make their own decisions to enhance educational experiences and, moreover, prepare them for life outside of and beyond school.

The TEST framework is sequentially ordered to complement the Toolbelt Theory.

TASK
ENVIRONMENT
SKILLS
TOOLS

1. Analyse the task and its sub-tasks.
2. Consider the environment in which the task needs to be complete.
3. Identify the skills of the person who has to complete the task.
4. Evaluate all of the tools that are available to help complete the task and use the appropriate tool.

In a real life context, the choice of tools is dependent on the task, environment and tools available.

As a pre-service educator I can see the benefit of applying this theory to my teaching. If an important function of education is to teach learners how to function in the world, the TEST framework would be a useful tool for me as an educator and as a strategy for my students.

I will be applying the TEST framework to my assignments.

Yours in ICT
Nell

References:

Socol, I.D. (2009). The Toolbelt and Universal Design – Education for Everyone. Retrieved from http://speedchange.blogspot.com.au/p/blog-page_2046.html

Socol, I.D.  (n.d.). “TEST” – Empowering Students in Task-Based Assistive Technology Decision Making. Retrieved from http://www.slideshare.net/irasocol/TEST2-790339

 

Theories I’ve seen before

An Educational Theory that I am familiar with and that forms the foundation for much of my planning and teaching when on placement, is the Constructivist Theory.

Constructivism is a theory based on learners constructing their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

I am an advocate of this theory because I believe that learners learn best through active participation, rather than being passive recipients of knowledge.  I find that the structures of many constructivist models (i.e. 5E’s model) enhance the learning experience.  Constructivist models allow me to effectively incorporate higher order thinking, peer teaching and autonomy opportunities in my teaching.  I also believe that the inclusion of reflection in the learning experience further enhances the quality of student learning.

During my early studies, I was introduced to the Behaviourism theory.  Behaviourism is a theory of learning based on the idea that all behaviours are acquired through conditioning.

I believe that early theorists’ approaches, such as those of J.B Watson and B.F Skinner, are somewhat outdated.  I do however, advocate behaviourism based systems of rewards and consequences, as part of an effective behaviour management plan.

The assumption of many behaviourism theorists is that behaviours can be unlearned.  Having worked with ASD and ADHD students, I am not convinced that this belief is totally accurate.

Thanks for taking time to read my views on Constructivism and Behaviourism.  I would love to hear other’s views on the subject.

Nell

References:

Education Broadcasting Corporation. (2004). What is Constructivism? Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/