A Systematic Review of the Technology Integration Planning (TIP) Model in Educational Contexts
Abstract views: 0
/ 
PDF downloads: 0
DOI:
https://doi.org/10.51724/hjstemed.v5i1.63Keywords:
Technology Integration Planning (TIP) model, Technological Pedagogical Content Knowledge Framework, systematic review, educational technology, instructional planningAbstract
This systematic review examines the methodological applications of Roblyer’s Technology Integration Planning (TIP) model and identifies existing gaps in the literature. Following the PRISMA 2020 framework, eight studies (2006–2024) were included. The PICOS framework was employed to systematically evaluate participant groups, intervention types, comparison structures, and reported outcomes. Findings reveal that the TIP model has been predominantly utilized with pre-service and in-service teachers to facilitate technology integration into instructional practice. The model positively impacted participants' Technological Pedagogical Content Knowledge (TPACK) competencies and supported the design of lessons aligned with learning objectives. It also reframes technology not as a functional instrument but as a deliberate pedagogical strategy. However, effective implementation requires structured and time-bound support mechanisms. A critical gap was noted in the model's limited application at primary and secondary levels, as its use remains largely confined to higher education and in-service teacher training contexts.
Downloads
References
Aktaş, İ. & Özmen, H. (2020). Investigating the impact of TPACK development course on pre-service science teachers’ performances. Asia Pacific Education Review, 21, 667-682. https://doi.org/10.1007/s12564-020-09653-x
Atun, H. & Usta, E. (2019). The effects of programming education planned with TPACK framework on learning outcomes. Participatory Educational Research (PER), 6(2), 26-36. http://dx.doi.org/10.17275/per.19.10.6.2
Beisel, C. A. (2017). New or Novice Teacher Integration of Mobile Learning Instruction. [Unpublished doctoral dissertation]. Walden University, Minneapolis, MN.
Boz, S. & Özcan, H. (2023). Fen Eğitimindeki Meta-Analiz Çalışmalarının Sistematik Derlemesi [A Systematic Review of Meta-Analysis Studies in Science Education.]. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi [İstanbul Aydın University Journal of Faculty of Education], 9(1), 1-22. https://izlik.org/JA55JM82FR
Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219. https://doi.org/10.1080/21532974.2023.2244089
Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Upper Saddle River, NJ: Pearson.
Eren, E. & Yurtseven Avci, Z. (2016). Okul-Üniversite İşbirliği Kapsamında E-İçeriklerin Geliştirilmesi: Teknoloji Entegrasyonu Planlama Modeli Kapsamında Bir Durum Değerlendirmesi [E-Content Development Under School-University Collaboration: A Case Study Analysis Based on Technology Integration Planning Model]. Uşak Üniversitesi Sosyal Bilimler Dergisi [Uşak University Journal of Social Sciences], 9(26/2), 210-234. https://izlik.org/JA43WE96EL
Ertmer, P. A. (1999). Addressing First-and Second-Order Barriers to Change: Strategies for Technology Integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
Günay Kılıç, H. S. (2023). Okul Öncesi Öğretmen Adaylarının Kodlamaya Yönelik Tutum ve Öz-Yeterlik Düzeylerinin İncelenmesi [An Examination of Pre-School Teacher Candidates' Attitudes and Self-Efficacy Levels Towards Coding]. (Unpublished master’s thesis), Ordu University, Türkiye.
Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J. & Welch, V. A. (2019). Cochrane handbook for systematic reviews of interventions. Cochrane Handbook for Systematic Reviews of Interventions, 1-694. https://doi.org/10.1002/9781119536604.fmatter
Hong, Q. N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT), version 2018 [User guide]. McGill University, Department of Family Medicine. http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf
Hsu, H. P., Cheah, Y. H. & Hughes, J. E. (2023). A Case Study of a Secondary Biology Teacher’s Pedagogical Reasoning and Action with Augmented Reality Technology. Education Sciences, 13(11), 1080. https://doi.org/10.3390/educsci13111080
Hughes, J. E., & Roblyer, M. (2023). Learning and Leading for Transformative Technology Integration. In J. E. Hughes & M. Roblyer (Eds.) Integrating educational technology into teaching: transforming (8th ed., pp. 51-94). Hoboken, NJ: Pearson.
Hughes, J., Thomas, R., & Scharber, C. (2006, March). Assessing technology integration: The RAT–replacement, amplification, and transformation-framework. In Society for Information Technology & Teacher Education International Conference (pp. 1616-1620). Association for the Advancement of Computing in Education (AACE). Retrieved from https://edtechbooks.org/-JXrh .
ISTE. (2024). ISTE Standards. Retrieved from https://iste.org/standards
Joubert, J. & Callaghan, R. (2019). Adapting lesson study towards a blended approach to support isolated teachers in teaching with technology [Unpublished MEd Dissertation]. University of Pretoria, Pretoria. Retrieved from https://repository.up.ac.za/items/6d6d18f3-2842-4677-8e77-afbbb01efcb0
Koehler, M. J., Mishra, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://doi.org/10.1016/j.compedu.2005.11.012
Kuşkaya-Mumcu, F. (2011). Bir ağsal öğrenme ortamında öğretmen adaylarına verilen BİT entegrasyonu eğitiminin etkililiği [The effectiveness of ICT integration training given to prospective teachers in a networked learning environment] [Unpublished doctoral dissertation]. Hacettepe University, Ankara, Türkiye.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L.A., & PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4, 1. https://doi.org/10.1186/2046-4053-4-1
Orhan, F. (2015). University-School Collaboration Reflections: Integrating Technology into Teaching Using the Technology Integration Planning Model (TIPM). International Online Journal of Educational Sciences, 7(4), 148 – 164. https://iojes.net/index.jsp?mod=tammetin&makaleadi=&makaleurl=IOJES_1839.pdf&key=40910
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), n71. https://doi.org/10.1136/bmj.n71
Pierson, M. E. (2001). Technology Integration Practice as a Function of Pedagogical Expertise. Journal of Research on Computing in Education, 33(4), 413–430. https://doi.org/10.1080/08886504.2001.10782325
Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., Britten, N., Roen, K., & Duffy, S. (2006). Guidance on the conduct of narrative synthesis in systematic reviews: A product from the ESRC Methods Programme (Version 1). Lancaster University.
Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved from http://hippasus.com/resources/tte/
Roblyer, M. D. & Doering, A. Herbert. (2013). Integrating educational technology into teaching (6th ed.). Pearson/Allyn and Bacon Publishers.
Tanel, Z. (2020). Eğitimde Teknoloji Entegrasyonu [Technology Integration in Education]. In F. Orhan, A. Kurt & S. Bardakcı (Eds.), Öğrenme-Öğretme Sürecinde Teknoloji Entegrasyonu Üzerine Karma Yazılar [Mixed Essays on Technology Integration in the Learning-Teaching Process] (1-23). Ankara: Pegem Academy Publ.
Taşar, M. F. & Yılmaz Ergül, D. (2023). Technological pedagogical content knowledge (TPACK) in physics education. In M. F. Taşar and P. R. L. Heron (Eds.), The international handbook of physics education research: teaching physics (pp. 1-1–1-30). AIP Publishing, Melville, New York. https://doi.org/10.1063/9780735425712_001
Uluuysal, B. & Kurt, A. A. (2022). Analysis of a teacher’s online teaching material planning and development processes: English lesson example. Mehmet Akif Ersoy University Journal of Education Faculty, (62), 234-262. https://doi.org/10.21764/maeuefd.972999
What Works Clearinghouse (WWC) (2017). What Works Clearinghouse (WWC) Procedures and Standards Handbook, Version 5.0. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/WWC/Docs/referenceresources/Final_WWC-HandbookVer5_0-0-508.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nisa Ülkü ŞIK, Mehmet Fatih TAŞAR
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of articles published in the Hellenic Journal of STEM Education belong to the authors.
Published articles are subject to Creative Commons Attribution 4.0 International license.
