The+TIP+Model+-+Phase+2

__**Phase 2: Determine Relative Advantage**__

//**Why should a technology-based method be used?**//

Within arts and sciences there is often a conflict of interest as to how each intermingle. We force connections that don’t always seem perfect or true in their applicability. Technology itself demonstrates the craft PERFECTLY, in that all creation is scientifically and artistically beautiful. It is an astounding realization when we see how science informs and impacts life simply through its existence, and the knowledge of this realization is pertinent to understanding how science and art connect. As technology is in itself both scientific and artistic, the integration of technology through arts and sciences becomes the very connection by which the lesson is learned. In regards to lesson specifics, technology enhances the collaborative elements of mathematical and scientific confines and the artistry in expression of images and forms; utilizing technology to explore and simulate concepts of science and art allows for a presentation that demonstrates knowledge gained. Additionally, written expression and imagery done through technology presents a more relevant and often times, fun, exhibition of learning. The goal of our instructional unit is to generate a progression in building of steps that require arts and sciences to co-mingle. A web creation exercise by which students literally design why technology and science must exist together, and why competency in math and art are displayed through technological approaches could be amazing in the research, freedom, thought, and learning provided. Presenting a lesson through which technology forms the basis for the learning the connection between art and science. An exercise in which students are expected to design a presentation that demonstrates an understanding can create a cross-curricular learning of immense depth.

//**What problem would your team like to address?**// Initially, we agree that we should address the problem of ‘how.’ More focus will be emphasized on the "how" of technology and less on generating a lesson so students can realize how to adjust the value of technology for their specific level or need. If we equip the lesson with a broader perspective, those without access to advanced programs are no less off than those who have it. If we simply engage with the idea that the lesson involves science and technology with artistic variances, we are able to assess based on what students have at their availability. While some lessons are very specific in requiring "more," and even though it is when we are challenged that the mind experiences the largest awakening of knowledge, some students are used to working with very little. Our team might do very well in addressing how students choose to utilize technology in a presentation by allowing them to explore technology tools and resources from all levels and then presenting their work to the rest of the class.Through this avenue everyone is gaining something very worthwhile by way of knowledge.

//**Does technology-based method offer a solution with sufficient relative advantages?**//

 It would be a huge waste of time if technology-based methods did not afford a multitude of resources to explain technology. Students - and much of the general public - have NO idea the kinds of technological advancements offered them. While this may seem to hinder knowledge, it is not; by providing the resources and technology available students can seek and find information that can be explored in their own understanding and desire to know. The relative advantages here include:

 1. An demonstrative product that shows technological usage for students.  2. A significance of technology in modern learning.  3. A realistic and obvious connection of arts and science in integrative learning through technology.  4. An understanding of growth and ability regardless of already present technological knowledge.

 In short, this lesson serves to create a means through which technology is utilized in such a way that we learn through using it. There is no need for manual training, just suggestive guidance and an outcome that expresses learning which we shall work to create and generate through our ongoing communication.

The TIP Model - Phase 3