Module 5 – Technology Integration in Visual Arts

Technology Integration Planning (TIP) Framework

The TIP framework consists of three phases and aims to assist teachers in integrating technology into the planning of their lessons (Roblyer & Doering, 2012, p. 66). The TIP framework provides guidelines to integrating technology in a meaningful, effective way. The three phases of the TIP framework are:

  1. Analysing the teaching and learning needs. Determine the relative advantage and assess TPACK (technological knowledge, pedagogical knowledge, content knowledge).
  2. Planning for integration. Decide on objectives and assessments, design integration strategies and prepare the instructional environment.
  3. Post-instruction analysis and revisions. Analyse results and make revisions.

 

The benefits and challenges of technology integration using TIP in the Visual Arts.

Benefits:

The benefits of using the TIP framework to integrate technology in the Visual Arts is that students will more than likely be provided with an opportunity to experience digital art making mediums from an early stage, allowing them to develop their skills regardless of any other ‘handmade’ medium skills or talents.

The TIP framework also allows Visual Arts teachers to assess the advantages offered by various technologies, meaning an appropriate choice is made. This is extremely helpful for pre-service teachers like myself who have little experience in using technology in the classroom and may be overwhelmed with the choices.

Additionally, students can benefit significantly from the integration of virtual technology which allows them to explore art galleries, museums and other cultural places. The TIP framework can assist the teacher in providing an effective resource to enhance the learning experience.

Challenges

Integrating technology into Visual Arts using the TIP framework presents some challenges, such as the knowledge level and skill of the Visual Arts teacher. As suggested in the example given in Chapter 15 (EBook chap. number) of Roblyer and Doering, not all art teachers feel confident in teaching and assessing skills related to technology. Personally, I do feel I am equipped with the skills and knowledge to teach and assess using technology.

Additionally, teachers must have access to the most effective technology to integrate, which is not always the case. Unfortunately, some equipment can be quite expensive and is not able to be included in the school’s budget.

Teachers must ensure that students abide by copyright and other laws restricting the use of some material. This poses a challenge as teachers must include this knowledge in the content covered.

School hardware may also be difficult to use for integrating technology into Visual Arts as many schools have firewalls or website blogs for any content which may not be appropriate for students. Unfortunately, a lot of Visual Arts content can be covered in these bans, making it difficult to access.

References

Roblyer, M.D. & Doering, A. H. (2012).  Integrating Educational Technology into Teaching: Pearson New International Edition, 6th Edition. Pearson (Intl), 08/2013. VitalBook file.

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Module 5 – Technology Integration in Visual Arts

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