As I am interested in integrating technology into “no-excuses” curricula I am absorbed with the issue of how to bridge the gap between the (mostly) older, (mostly) traditional, (mostly) technologically-challenged teachers whom I cater to and their tech savvy students.
Students are easily distracted by the excitement of a new classroom technology and therefore miss out on the larger educational opportunity. I am additionally weary of the danger of students being distracted by their teacher’s tech ineptness. How often is a class delayed until a student comes to the front and aides the teacher with the TV/DVD player/ computer? So, ease of use would be my number one consideration before integrating a new technology into a lesson. In the first phase of the TIP model (to learn about the TIP model, please visit this site), one is supposed to “determine relative advantage” when considering employing technology in the classroom. At first glance this seemed reasonable to me. But, upon reading the description I was very disappointed that the phase is referring to the teacher’s relative advantage and doesn’t even consider the students'. 
Although I agree that compatibility, complexity, triability and observability are all important factors when considering employing a new classroom technology, I also think that the students’ perspective benefit is important.
For example, if – when considering the criteria in phase one- a teacher realizes he/she is unfamiliar with a microscope and doesn’t have the opportunity to try or observe someone else instructing with one, he/she will decide not to employ the microscope. I think phase one should be expanded to also consider the student’s potential gain. Shouldn’t teachers consider students, even when considering technology?
Check out Jose Bicarlo's top 10 tips for using technology in the classroom.
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