Applying the Technology Integration Planning (TIP) Model to the Year 7 Scratch algorithm lesson created a systematic process for aligning technology with learning needs. In Phase 1, the lesson identified Scratch’s “relative advantage” as its capacity to “make abstract concepts more concrete” and “clarify concepts and applications” in algorithmic thinking (Roblyer & Doering, 2013, p. 70). This addressed prior student difficulty in visualising branching and iteration. Planning in Phase 2 integrated objectives with the NSW ICT Capability, which develops students as “competent, discriminating, productive, creative and ethical users of ICT” (NESA, 2019). Cooperative strategies such as pair programming and peer feedback were introduced to “foster group cooperation skills” (Roblyer & Doering, 2013, p. 64), strengthening communication and inquiry. This reflects Tondeur et al.’s (2017, p. 160) finding that beginning teachers progress when they “bridge the gap between knowledge of pedagogical practice, technical skills and content knowledge.” Through the TIP Model, technology became an instrument for deeper conceptual understanding, ethical awareness, and collaborative problem-solving rather than a superficial classroom tool.
New South Wales Education Standards Authority (NESA). (2019). Integrating ICT capability. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/integrating-ict-capability
Roblyer, M., & Doering, A. (2013). Integrating educational technology into teaching (pp. 63–83). Pearson.
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. https://doi.org/10.1080/1475939X.2016.1193556