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TIP model is created for you as a guide that ensures the efficiency of integrated technology about whether it meets the needs or not. In this model, there are 5 phases which prepares you to set and implement your technological integration into your teaching efficiently and successfully.

1. Phase 1: You need to define the advantages of integrating technology into teaching in order to see the possible good solutions and new better ways work with this integration to give up your traditional routines.

2. Phase 2: You decide the objectives and assessment methods best suit with this integration.

3. Phase 3: You should define your own teaching strategies and activities work best with this approach.

4. Phase 4: You should prepare a healthy teaching environment that provides effective technology integration. At this point you should have efficient technical support to make a healthy atmosphere. Even if it is hard for the school to support such technical materials for you, you should consider what you have in your school before planing.

5. Phase 5: You should come up with a pros and cons list of the technology that you used in your lesson. You should define what worked well and what could be improved.

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The technology acceptance model (TAM) is an information systems theory that models how users come to accept and use a technology. The model suggests that when users are presented with a new technology, a number of factors influence their decision about how and when they will use it, notably:

Perceived usefulness (PU) – This was defined by Fred Davis as "the degree to which a person believes that using a particular system would enhance his or her job performance".

Perceived ease-of-use (PEOU) – Davis defined this as "the degree to which a person believes that using a particular system would be free from effort" (Davis 1989).

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Content Knowledge (CK) – This describes teachers’ own knowledge of the subject matter. CK may include knowledge of concepts, theories, evidence, and organizational frameworks within a particular subject matter; it may also include the field’s best practices and established approaches to communicating this information to students. CK will also differ according to discipline and grade level – for example, middle-school science and history classes require less detail and scope than undergraduate or graduate courses, so their various instructors’ CK may differ, or the CK that each class imparts to its students will differ.

Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices, processes, and methods regarding teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values, and aims of education, and may apply to more specific areas including the understanding of student learning styles, classroom management skills, lesson planning, and assessments.

Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various technologies, technological tools, and associated resources. TK concerns understanding edtech, considering its possibilities for a specific subject area or classroom, learning to recognize when it will assist or impede learning, and continually learning and adapting to new technology offerings.
Pedagogical Content Knowledge (PCK) – This describes teachers’ knowledge regarding foundational areas of teaching and learning, including curricula development, student assessment, and reporting results. PCK focuses on promoting learning and on tracing the links among pedagogy and its supportive practices (curriculum, assessment, etc.), and much like CK, will also differ according to grade level and subject matter. In all cases, though, PCK seeks to improve teaching practices by creating stronger connections between the content and the pedagogy used to communicate it.

Technological Content Knowledge (TCK) – This describes teachers’ understanding of how technology and content can both influence and push against each other. TCK involves understanding how the subject matter can be communicated via different edtech offerings, and considering which specific edtech tools might be best suited for specific subject matters or classrooms.

Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of how particular technologies can change both the teaching and learning experiences by introducing new pedagogical affordances and constraints. Another aspect of TPK concerns understanding how such tools can be deployed alongside pedagogy in ways that are appropriate to the discipline and the development of the lesson at hand.

TPACK is the end result of these various combinations and interests, drawing from them – and from the three larger underlying areas of content, pedagogy, and technology – in order to create an effective basis for teaching using educational technology. In order for teachers to make effective use of the TPACK framework, they should be open to certain key ideas, including:

1. concepts from the content being taught can be represented using technology,

2. pedagogical techniques can communicate content in different ways using technology,

3. different content concepts require different skill levels from students, and edtech can help address some of these requirements,

4. students come into the classroom with different backgrounds – including prior educational experience and exposure to technology – and lessons utilizing edtech should account for this possibility,

5. educational technology can be used in tandem with students’ existing knowledge, helping them either strengthen prior epistemologies or develop new ones.

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The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.
While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions.  As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.

1) Substitution
Computer technology is used to perform the same task as was done before the use of computers.

2) Augmentation
Computer Technology offers an effective tool to perform common tasks.

4) Modification
This is the first step over the line between enhancing the traditional goings-on of the classroom and transforming the classroom. Common classroom tasks are being accomplished through the use of computer technology.

5) Redefintion
Computer technology allows for new tasks that were previously inconceivable.