Week 9: Lesson Planning & Digital Technologies

The TIP model guided the rewrite of my lesson plan by requiring me to deliberately consider the relationship between technology, instruction, and pedagogy, rather than adding digital tools as an afterthought. Using this model encouraged me to first clarify the learning intentions and instructional sequence, and then select technologies that meaningfully supported those goals. For example, replacing paper-based worksheets with Google Forms and collaborative brainstorming with Padlet allowed technology to enhance formative assessment, reflection and student engagement while still aligning closely with lesson outcomes.

Roblyer and Doering (2014) emphasise that effective technology integration occurs when tools are selected to support instructional strategies and content, not simply for convenience and novelty. Applying the TIP model made this principle explicit in my planning process and highlighted where technology could add value, such as improving feedback, efficiency, and students’ participation. Similarly, Tondeur et al. (2017) note that beginning teachers benefit from structured planning frameworks that support intentional technology use, which reflects my experience as a Permission to Teach teacher.

Overall, planning with the TIP model has shifted my thinking from “what technology can I use?” to “how can technology improve learning?”. This approach has helped me integrate ICT more purposefully while maintaining strong pedagogical and curriculum focus.

Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. 6th Edition. Pearson. (pages 63-78)

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177.