Abstract
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.
TopBackground
The TIPC was created to provide a clear decision-making process for teachers who are planning instruction during which students utilize digital tools to meet instructional goals. The TIPC synthesizes best practices in effective instruction and technology integration and provides a process for teachers to prepare them to consider critical elements of using a particular digital tool to meet specific instructional goals. While teachers are often prepared to utilize technology in their instruction and are familiar with a variety of digital tools, a recent study of teacher educators (Carpenter et al., 2020) noted a lack of expectations regarding preparing teachers to evaluate technology for specific instructional purposes. This disconnection between using technology and evaluating the potential of digital tools for instruction continues once teachers are in the field. For practicing teachers, the professional development they receive is often digital tool based and foregrounds a particular type of technology (Colwell et al., 2020; Hillmayr et al., 2020; Panero & Aldon, 2016), rather than how that tool can be used to meet specific curricular goals. Utilizing the TIPC as an approach to integrating technology aims to re-focus technology use on facilitating learning of specific instructional goals.
The TIPC provides a foundation for teachers to consider new and existing digital tools and how they can align with specific, discipline-based instructional objectives. The TIPC provides an opportunity for teachers to focus on their instructional standards, learning objectives, and the overall instructional approach best suited to their learning goals for students, prior to the integration of a digital tool. It also foregrounds the unique contributions that digital tools can make to instruction and provides teachers with a reflective process in which to consider the affordances of a digital tool for student learning, as well as possible constraints that may need to be addressed through instruction.
Key Terms in this Chapter
Reflection: An analysis of a teacher’s context in which they are teaching as related to providing instruction for a particular instructional goal.
Constraints: As used in the TIPC, constraints are those particular instructional obstacles that arise when using a digital tool with students.
Instructional Planning: The approach that teachers utilize when selecting standards-based learning objectives, selecting and/or curating materials, and creating the instruction involved in supporting students’ success towards particular learning goals.
Digital Tools: A website, app, program, or other software available on a technology device (e.g. iPad, laptop, smart phone, etc.), including those that are multimodal.
Technology Integration: Meaningfully incorporating digital tools to meet instructional goals. This is distinguished from using technology to accomplish tasks, such as a learning management system to submit a paper or sending an email.
Multimodal: Materials that utilize more than a single mode of communication. Examples include written text with visuals, videos, animations, etc.
Technoethics: The social and privacy-related implications of using technology.
Feedback: A part of the assessment process that involves teachers communicating with students about their progress towards specific instructional goals and is often included as a possible Contribution to Instruction of a digital tool and part of the Instruction element of the TIPC.