The Technology Integration Planning Model

This week in the unit I’m studying on Online Learning, we’re looking at effective ICT integration planning models, focusing on the Technology Integration Planning (TIP) model.
There are many ways that educational institutions plan the integration of ICT. Some of these can be divided into two main areas of focus. Does the institution first plan how it sees learning happening, then acquires the technology systems to enhance that? Or does it allocate a budget for ICT and then ICT systems are put in place and then learning activities are designed around what the ICT allows? Warren McCullough (2011) has outlined these differences here.

Because of these fundamental differences in emphasis between infrastructure and curriculum, it is essential for educators to have an understanding of well designed integration planning models. The Technology Integration Planning (TIP) model is one such model, developed by Roblyer (2006), and adapted by Finger, et al (2007). It describes 5 phases:

1. Determine relative advantage
2. Decide on objectives and assessments
3. Design integration strategies
4. Prepare the instructional environment
5. Revise integration strategies Finger, et al (2007) p. 155

Below is my adaptation of the model:

TIP model adapted

At all points in the framework it is essential to ask questions which keep a focus on why ICT is being integrated into the activity or unit of work. If the integration of ICT is not being used to enhance the learning experience in some way, but is merely a substitution for existing techniques, then opportunities to improve the learning experience are lost. It is also important for teachers making a change to integrate ICT that they see its benefits.


McCullough Warren (2011)

Roblyer, M.D (2006) Integrating educational technology into teaching, 4th edn, Pearson Merrill Prentice Hall, Upper Saddle River, NJ

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT: Making it Happen. Pearson Education Australia.

Evaluating Web 2.0 technologies

This week in our unit on Online Learning we are evaluating the use of online resources in our learning environment. I’ll use a rubric to display the evaluation of course content in Moodle.

The abundance of Web 2.0 tools available today is astounding, and can be overwhelming when attempting to evaluate and choose a resources for students to use to develop their learning. The collection here gives an indication of the sheer number of resources which are in operation and is constantly growing – and that is just collection of e-Learning applications.

We’ve been asked to choose 7 considerations to keep in mind when choosing and evaluating online resources, and to rank them in order of importance. The 7 considerations that I consider most important are (nominally in order of importance – after 1 and 2, the order can be interchangeable):

1. The resource performs reliably and safe for students to use
2. The resource provides timely and relevant feedback to students to help direct and motivate their learning
3. It challenges students’ current knowledge and skills and gives them valid choices
4. Activities are relevant to the students learning needs
5. Activities enable students to use a variety of learning styles
6. The resource is affordable, financially and in its time requirements for development and maintenance
7. Instructional design allows for students to progress at their own pace and choose their learning path

Below is an example of a simple rubric evaluating the effectiveness of course content placed on a Moodle website (

Rubric Made Using:
( )


Multimedia Project : Evaluating Moodle course content

Teacher Name:

Student Name:  ________________________________________

Content is well organized using headings to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
All permissions to use graphics “borrowed” from web pages or
scanned from books have been requested, received, printed and saved for
future reference.
All permissions to use graphics “borrowed” from web pages or scanned from books have been requested and received.
Most permissions to use graphics “borrowed” from web pages or scanned from books have been requested and received.
Permissions were not requested for several graphics “borrowed” from web pages or scanned from books.
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Date Created: Sep 05, 2011 02:38 am (UTC)

Advanced Learning Technologies in Education Consortia

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Moodle Rubric  – the rubric saved as an Excel spreadsheet.