eTIPs

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eTIPs

• Educational Technology Integration Principles
• A set of principles to guide teachers in their
  instructional decision making about integrating
  educational technology into their K12 classroom.

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Classroom Level PremiseTechnology
integration requires the time and attention of
teachers in the role of instructional designers.

• Educational technology does not possess inherent
  instructional value rather, the value that is
  added to the teaching and learning processes is
  designed into those processes by a teacher.

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1. Learning outcomes drive the selection of
technology.

• First clarify your lesson or unit's student
  learning outcomes. Then, determine what
  technologies are available and if they support
  these learning outcomes.
• Also consider the cognitive demands of the
  available technologies.

Classroom Level
4
Software Types by their Cognitive Demand
(generalized for typical uses)

• Web sites, CD-ROMs
• Drill and practice or other tutorial software
• Tool software such as spreadsheets, databases,
  word processing, concept mapping, etc.

• Knowledge,
• Comprehension
• Knowledge, Comprehension, Application
• Application, Analysis, Synthesis, Evaluation

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2. Technology use provides added value to
teaching and learning.

• For Teaching adding value might mean
  individualizing instruction or making it more
  responsive to students questions and interests,
  or providing additional resources of information
  so instruction is more real world, authentic or
  current.
• For Learning adding value might mean accessing
  data, processing information or communicating
  knowledge that without technology would be
  impossible or less viable to do.

Classroom Level
6
Added Value by Software Types

• Web sites, CD-ROMs
• Drill and practice or other tutorial software
• Tool software (such as spreadsheets, databases,
  word processing, concept mapping, etc.)

• ACCESS
• PROCESS
• PROCESS,COMMUNICATE

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Added Value Accessing

• Web sites and CD-ROMs
• Multi-sensory
• Greater amounts of data
• Searching and mining capabilities
• Timeliness and Relevance of the information

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Added Value Processing

• Drill and Practice and Tutorial Software
• Self-paced
• Individual attention
• Remediation
• Practice to the point of fluency

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Added Value Processing and Communication

• Tool Software
• Visualizing information
• Develop process or skill capabilities
• Organize information so it is searchable, or
  ready for sorting
• Communicate findings and understanding to others

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3. Technology assists in the assessment of the
learning outcomes

• Technology can assist teachers in collecting
  formative and summative data about student
  learning. Whereas some software or hardware may
  actually collect the data and help to analyze it,
  other software may help students produce a
  product to show what they know and can do.

Classroom Level
11
School Level Premise Technology support
facilitates integration.

• Technology support encompasses both technical and
  instructional domains. Teachers need facilities,
  and staffing for technical and instructional
  support, as well as incentives and opportunities
  to provide feedback in both of these domains.

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Technology Support Domains and Delivery Methods
Ronnkvist, Dexter, Anderson, 2000
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4. Access to appropriate hardware/software
resources is necessary.

• Teachers must have ready access to hardware and
  software resources in order for them to utilize
  it in the instructional process.

School Level
14
5. Professional development is targeted at
successful technology integration.

• Teachers must have frequent opportunities to
  construct an understanding of technology as an
  instructional tool, which will begin with simply
  learning how to operate the educational
  technology but also extend to learning
  opportunities that address more than these basic
  skills.

School Level
15
6. Professional Community enhances technology
integration and implementation

• Teachers are asked to reflect on the role of
  technology in the school and the support they
  receive. They discuss educational technology with
  their peers and these thoughts are actively and
  systematically collected this feedback is used
  to plan for future educational technology use and
  to improve the quality of technology support.

School Level