Using the Technology Integration Planning Cycle to Select Digital Tools for Virtual Instruction

2021 ◽  
pp. 109-125
Author(s):  
Lindsay Woodward ◽  
Beth Beschorner
Keyword(s):  
Decision Making ◽  
Technology Integration ◽  
Digital Tools ◽  
Learning Goals ◽  
Reading And Writing ◽  
Virtual Instruction ◽  
Planning Cycle ◽  
Integration Planning ◽  
Supporting Teachers ◽  
Specific Learning

This chapter explores the use of the Technology Integration Planning Cycle (TIPC) for supporting teachers' decision-making as they plan virtual instruction. The TIPC is designed to support teachers in evaluating the possible contributions of digital tools to instruction that facilitates meeting specific learning goals. The use of the TIPC to support pre-service teachers, in-service teachers, and in professional development settings is discussed. Then, examples of a teacher using the TIPC as she plans virtual reading and writing instruction illustrate the potential of the TIPC to support effective virtual instruction. Finally, issues of access, equity, and safety related to use the TIPC are discussed.

scholarly journals Modeling and Scaffolding the Technology Integration Planning Cycle for Pre-service Teachers: A Case Study

2020 ◽  
Vol 8 (4) ◽  
pp. 330
Author(s):  
Kristi Bergeson ◽  
Beth Beschorner
Keyword(s):  
Technology Integration ◽  
Digital Tools ◽  
Methods Course ◽  
Digital Tool ◽  
Guided Practice ◽  
Difficult Time ◽  
Literacy Methods ◽  
Planning Cycle ◽  
Integration Planning

This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digital technology as they learned to use their developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group work, and discussed meaningful technology integration. The findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b) could align their pedagogy to their use of a digital tool, and (c) believed that integrating technology was important. Further, four of the PSTs were observed during their field experience. Each used digital tools to support literacy goals. However, based on reflections from the overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a digital tool that would support a literacy goal, struggled to know how to overcome obstacles, and had a difficult time using technology in a way that enhanced their literacy goal. The current findings add to the existing literature on using the TIPC with PSTs by describing a process of providing PSTs with modeling, scaffolding, and opportunities for guided practice.

Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers’ Instructional Practices

2018 ◽  
Vol 120 (10) ◽  
pp. 1-44
Author(s):  
Amy C. Hutchison ◽  
Lindsay Woodward
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Professional Learning ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Instructional Planning ◽  
Cycle Model ◽  
Planning Cycle ◽  
Integration Planning

Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.

Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy

2020 ◽  
pp. 284-306 ◽  
Author(s):  
Beth Beschorner ◽  
Lindsay Woodward
Keyword(s):  
Technology Integration ◽  
School Level ◽  
High School Level ◽  
Learner Centered ◽  
Rural Settings ◽  
Planning Cycle ◽  
Integration Planning ◽  
Reading Endorsement ◽  
Work Samples ◽  
K 12

This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.

scholarly journals Understanding the Learning Models Design for Indonesian Teacher

2020 ◽  
Vol 1 (2) ◽  
pp. 95-106
Author(s):  
Ira Irviana Irvy
Keyword(s):  
Decision Making ◽  
Religious Education ◽  
Civic Education ◽  
Learning Goals ◽  
Decision Making Process ◽  
Learning Models ◽  
Development Models ◽  
Fields Of Study ◽  
Goals And Objectives ◽  
Specific Learning

This paper aims to provide an understanding of how a teacher designs a learning model. Many writings discuss learning models, but they cannot be applied in a learning process. This paper is expected to provide experience for teachers in planning and developing learning through development models. Planning is essential because it is a managerial process in determining what to do and how to do it, and in it, the goals that will be achieved and work programs are developed to achieve goals. Therefore, learning planning is a decision-making process as a result of reasoning about specific learning goals and objectives, namely changes in behavior and a series of activities that must be carried out to achieve these goals by utilizing all existing potential and learning resources. In integrating a study, one can see the types of material that have a relationship with one another, for example, learning characters and morals, which, if studied, will lead to one point, namely a good personality. More generally, if the integration of fields of study, such as the field of religious education and character, which is integrated with the field of civic education, there are moral and character values. The material in learning to integrated several types of development models can be selected, including ASSURE, ADDIE, Jerold E. Kamp, et al., Dick & Carey, and Gerlach & Ely.

Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals

2017 ◽  
Vol 28 (4) ◽  
pp. 347-366
Author(s):  
Michael Giamellaro ◽  
Ming-Chih Lan ◽  
Maria Araceli Ruiz-Primo ◽  
Min Li ◽  
Tammy Tasker
Keyword(s):  
Learning Goals ◽  
Curriculum Mapping ◽  
Supporting Teachers

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

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