TIP+Model


 * ** Tip Model **
 * Technology Integration Plan **

// Look at me! Look at me! Look at me NOW! It is fun to have fun. But you have to know how. // Dr Seuss  ||
 * Effective teachers spend considerable time selecting, blending and weaving their methods and resources to maximize the learning process (Finger, Russell, Jamieson-Proctor, & Russell, 2007) A planning framework will ensure that, regardless of the technology integration strategy used, learning will be successful (Roblyer & Doering, 2013). I have opted for the 3 phrase model as it specifically included assessing Tech-PACK to help underpin the ICT integration. ||
 * ** Phase 1 **
 * Analysis of Teaching and learning needs **

// You'll get mixed up, of course, as you already know. You'll get mixed up with many strange birds as you go. So be sure when you step. Step with care and great tact and remember that Life's a Great Balancing Act. Just never forget to be dexterous and deft. And never mix up your right foot with your left. //

// Dr Seuss // || Because the most common form of writing in the early years has often been based around a recount format, much of the writing the children engage in is about what they did or what a character did but they usually do not include any descriptions to make their writing more interesting. Although during news, the children are often able to recall and retell information with expression and great detail (when questioned) this is rarely reflected in their written versions of stories such as “on the weekend…. “
 * Step 1: Determine Relative advantage ||
 * Children in my grade1/2 class are very busy learning the mechanics of handwriting as well as storywriting. Many of them are struggling with the complexities of output eg. letter formation, legibility and spelling. Also, as young children they are often slow at generating ideas and then organizing them, so that their actual ability is not reflected in the written output. I have children that simply shut down at the prospect of having to write more than a few words.

Research argues that as we prepare 21st century learners to learn, they will need a range of literacy skills, with visual literacy as one of the important literacy skills (Roblyer & Doering, 2013) The integration of digital storytelling/storymaking, will take out some of the time consuming manual skills, allow the children to have flexibility and allow them to concentrate on high level tasks (2007, p56) that enable them to demonstrate their knowledge in a more individual and help them see themselves as successful leaners. || Technology Domain: As an avid “technology surfer” I am familiar with many websites and ipad apps. However, I would need to look at more digital storytelling and storymaking apps and websites to find suitable ones for the lower grades, as many of the practical aspects of implementing in the classroom can be difficult for the younger children. Also, although I have played with many of the apps personally, there has not been much opportunity to implement them into the classroom as yet, due to resource and internet restraints. The class would need some familiarization with the use of ipads generally as well as the apps themselves. ||
 * Step 2: Assess the Tech- Pack ||
 * Content and Pedagogical Domains: I have been teaching for almost 20 years and love working with literacy activities. I like to blend subjects such as art or science to support literacy. Currently I have been receiving training in L3, which is a pedagogy for the classrooms, based on the research of Marie Clay, who for years has been instrumental in the Reading Recovery programs offered Australia wide. L3 encourages the use of rich literature to provide a shared experience, rather than the ‘weekend recount’ stories. These texts enable me as ‘expert’ to guide not only basic reading and writing skills, but also rich language description as well as reflection and critical thinking.

Planning for Integration //"But now," says the Once-ler, "now that you're here, the word of the Lorax seems perfectly clear. UNLESS someone like you cares a whole awful lot, nothing is going to get better. It's not." Dr Seuss // || To improve the quality of oral and written storytelling activities of younger students by integrating digital storytelling tools. Australian Curriculum outcomes for English include: Outcome A: writing and representing Composes texts using letters of consistent size and slope and uses digital technologies EN1-3A Experiment with publishing using different modes and media to enhance planned presentations Outcome C:thinking imaginatively and creatively Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts EN1-10C Recreate texts imaginatively using drawing, writing performance and digital forms of communication. Outcome D: express themselves and their relationships with others and their world Compose simple print, visual and digital texts that depict aspects of their own experience EN1-11D
 * Phase 2
 * Step 3: Decide on objectives and assessments ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Objective 1:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Assessment <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Work Samples- completed app task. <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teacher Observation and Checklist- use of several criteria used pre and post activity.eg. adjectives, details, cohesion.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Objective 2: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">to improve the student's confidence and enjoyment in both oral and written storytelling. Australian Curriculum outcomes for English include: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will value and appreciate: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">- independence gained from thinking imaginatively, creatively, interpretively and critically <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">- personal enrichment to be gained from a love of English, literature and learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">- importance of the English language as a key to learning

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Assessment: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Smiley Survey || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">- investigate the camera icon and take several photos. Children to be allocated their own numbered ipad. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;"> children to take 3 specific photos under the topic ‘3 favourite things in my classroom’. <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">In a sharing circle, selected children show photos and share ideas about why they chose it.(ongoing activity) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Investigate and learn about Sonic pics app for digital storytelling, by using the 3 photos previously taken and putting them into the app. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Investigate and learn about chosen app for digital storytelling by using the photos already loaded into Sonic Pic app and adding text and recordings. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 17px;">Take 3 photos of the recycled shelters they have been making for our HSIE unit on Shelters. Discuss position, <span style="font-family: 'Times New Roman',Times,serif; font-size: 17px;">backgrounds and sharpness of images. Add recordings.
 * Step 4: Design integration Strategies  Storytelling using Sonic Pics ipad app. Approx 1lessons per week for 8-10 weeks  ||
 * Background Preparation: ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Week 1** –Introduce the unit
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Week 2**-
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Week 3**-
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Week 4**-
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Weeks 5- 8 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Sharing of completed digital stories from ipad.(using connection that puts the ipad screen up onto the IWB for all to see). upload by teacher to school facebook/website
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Week 9-10** Culminating activities:

media type="custom" key="23990036" align="left" media type="custom" key="23990524" //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">to start these videos, you can click on the large arrow, then use the small yellow buttons at the bottom of the video. It takes a few secs. // || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Work Samples- completed videos <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teacher Observation <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Smiley Survey- ||
 * **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Assessment: __**

// I have heard there are troubles of more than one kind. Some come from ahead and some come from behind. But I've bought a big bat. I'm all ready you see. Now my troubles are going to have troubles with me! //
 * ** Phase 3 ** ** Post instructional Analysis and Revisions **

// Dr Seuss // || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;"> Using older children to help teach would have definitely been smoother, but since this part of the plan didn't work out, we were able to work mostly whole class, with my support staff working with those individuals who struggled either with the technology or the recording of their ideas. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Almost all the children have completed their shelter work into the Sonic Pics app. There are still a few to come, who are finishing off their actual recycled shelters. These children are more motivated to complete them, now that they have seen several others show their digital story.The children were much more engaged in wanting to tell their stories. Although some still struggled at times with adding descriptive details, many of them were able to describe what they made more explicitly and they had to think about the language they used to help others understand what they had done.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">From my observations of most of the completed digital stories, the students have definitely improved the quality of their oral storytelling, both because of the motivating factor of the ipad but also because the use of images and recordings took away lots of the tedium of the task and they were then free to concentrate on the activity and not the mechanics involved. Many of the children were able to use adjectives, small details and retell logically.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Although not all the children have finished their shelter storytelling, everyone has finished recording their monster video through the IWB. We are continuing to watch these with our 'doors' activity most days. Because of this I did complete a 'smiley 'survey of the tasks and overwhelmingly most of the children agreed that they not only wrote more interesting stories but they were more confident about creating more stories.(//refer artifacts page for smiley survey sample//).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//Culminating activities//- I had planned culminating activities for the last weeks but I found that there was more impact by sharing the completed digital story as soon as possible after completion. As a class,we have actually watched them more than once, simply to show off and enjoy them.Next time, I will plan time during the learning process to show completed work.Also, I would build in an extra task for those who finished earlier than others.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Make revisions **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//Discussion/Brainstorming//-Next time I would include a discussion or brainstorming session prior to completing the 'smiley'survey. Some of the children found it difficult to remember some of the processes and needed a chance to review what we all learned over time. Also,several of the quieter, less confident children found the oral retelling into the recordings difficult, so next time it may be wise to give them a buddy to share with.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//Scheduling//- Next time I would try and complete this activity more quickly by making a focus each day rather than over weeks. Although this would create other management issues for sharing with other classes, the children would gain greater impact from the technology integration by completing the steps more quickly.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//Technology//- teaching the skills was the most difficult aspect of this task as everyone wanted help at the same time. Once they knew what to do, completing the task was quite quick in some respects as the children made quick decisions and wanted to get onto the next part. But this'problem solving' method was in the end more meaningful for the children as the learning was in context. ||