1) I found numerous examples of distributed learning, all of which have to do with education, training, knowledge based training, or a combination of two or more of these.
The Advanced Distributed Learning Institute was created in an effort to make training in the Department of Defense more standard, modern, accessible, effective, and cost efficient. It provides numerous comment and delivery types.
The US Army Distributed Learning System combines hardware, software, telecommunications resources, and training facilities to creat a cohesive, high quality, mobile training option for US troops.
The Institute for Distance and Distributed Learning at Virginia Tech provides a platform for faculty development, as well as undergraduate and graduate level coursework, certification programs, non-credit classes in an online or distance ed format.
The Center for Distributed Learning is part of the California State University's Chancellor's Office. This DLS actually supports the development of other distributed learning systems by supporting faculty, staff, and institutions by identifying and addressing learning based problems, hosting meetings, offering workshops, etc.
The National STEM Education Distributed Learning program provides a network of online learning environments in the areas of science, technology, engineering, and mathematics. These communities provide content and learning tools to academic, nonacademic, and corporate entities.
2) When I think of classes I've taken that had low reusability, I think mostly of my undergrad classes. Some classes, like English and government had a low reusability, but in many ways I expected that. I was surprised, however, when I found the same thing to be true in classes within my major. Since I have always been an education major, I had many instructors who knew a great deal about education, but I also had some who had been out of a K-12 classroom for a very long time, and had not kept abreast of current trends and issues in the K-12 sector. These tended to be the classes with the least reusability, because we spent MANY HOURS working on projects and unit studies that we were never able to use, mostly because they weren't aligned with TEKS or current curriculum trends. If I were to resign those classes, I would keep the same content, but include more technology and make sure everything was aligned with state standards. Electronic portfolios, projects, lessons, etc, give students a way to save items for tweaking and reusing and allow new graduates to connect with potential employees in a modern way. I think these types of changes would have made a few of my education classes more useful in the long term.
3) Instructional use of rich media is on the rise. Our students, and the ones coming up behind them, truly are digital natives. They are accustomed to video, graphics, touch technology, etc. This means that teachers have to be very creative, innovative, and tech savvy to really reach many of these young students. I found the following water cycle video on YouTube, and I must say that I was a bit surprised. It's only a minute and 20 seconds long, but since it is produced by NASA, I had higher expectations. In this case, I think the surface features such as bright colors, somewhat 3D graphics, the sound of water, and background music were actually the highlights of the video. Although the video includes arrows to show the direction the water molecule travels, there are no words, either in print or audio format, to clarify the concept. So, unfortunately, the video is not nearly as effective or useful as it could be.
4) When I think of nanotechnology, my mind immediately goes to my iPhone. From my small phone, I can make calls, check and reply to email, find a restaurant and get directions to it when I'm traveling, check and update my personal and business calendars, make and project multimedia presentations, make bank transactions, set an alarm, or entertain my two year old nephew with age appropriate games and videos. To me, this represents some of the most functional aspects of nanotechnology, especially since this can all be done from a device that fits in my front pocket.
Nanotechnology is also being explored as a possible alternative in the treatment of cancer patients. Recent research showed that "nanobots" have successfully delivered chemotherapy directly to cancer cells in mice, leaving the surrounding healthy cells undamaged, while effectively destroying the cancer cells.
5) When it comes to the future of instructional design and technology, I am in full support of the broad and inclusive road, because it allows and encourages human imagination and ingenuity to flourish. Many of our biggest advancements have come as a direct result of determined visionaries who dared to "think outside the box." A straight and narrow approach confined to a set of specified goals would stifle creative minds like Thomas Edison, George Washington Carver, Steve Jobs, and many others who refused to stay on the straight and narrow, but went forward with a fervency that changed the world forever.
1) I searched the Chronicle of Higher Education and found the following three positions that were of interest to me:
Assistant Professor, Communication-Design-Interactive Media, Tenure-Track, Texas State University-San Marcos
Major duties:
- Teach courses in communication design
- Instructional responsibilities for interactive media encompass Web design, mobile/social media, mobile application development, mobile editorial design, digital signage and environmental media, and user experience (UX) design, with additional focus on conceptual strategies, brand identity and marketing as they pertain to interactive media.
- Participate in the development of the Communication Design program
- Investigate and author external grant requests.
Requirements:
- M.F.A. in Communication Design, Graphic Design, Interaction Design, or Visual Communication Design awarded by August 2012
- Strong conceptual and design-based principles applied to communication design as they pertain to interactive design and communication
- Excellent verbal and writing communication skills Knowledge of and experience with computer-mediated technologies and core software applications relevant to the communication design discipline (e.g., Macintosh OS, Adobe Creative Suite) Demonstrated competence in design utilizing current and emerging interactive technologies
Although I found this position to be very interesting, I know that I am not even close to having the skills that it requires.
Major Duties:
- Design and develop ISTE professional development curriculum with instructional designers,
subject matter experts, vendors, faculty, and/or academic leaders.
- Manage Professional Development Partners and Subject Matter Experts
- Plan, design, and develop professional development course curriculum aligned with NETS in online
and offline formats.
- Map 3rd party course topics, objectives, and assignments into program designs to demonstrate that
NETS standards are met.
- Maintain project oversight for development and maintenance of course materials and records.
- Administrate ISTE’s learning management system (LMS), housing online and project-based
professional development offerings.
- Review and assess ISTE’s courses and professional development programs to ensure compliance
with intended objectives and stakeholder requirements.
-Manage contract agreements for ISTE’s subject matter experts and related vendors.
- Develop and maintain a learning objects repository for use in new professional development online
and face to face offerings.
- Update and revise existing courses and programs.
- Manage the implementation of curriculum design projects to meet quality standards, timeline, and
budget.
Requirements:
- Master's degree in Education (MA/ M Ed) or equivalent.
- Minimum of three (3) years successful teaching experience.
- Minimum of 2 years of K-12 curriculum development and/or course design experience preferably
in higher education.
- Knowledge or relevant experience in the field of education technology.
- Knowledge in a variety of educational technologies including learning management systems
(Moodle skills desired), curriculum databases, electronic instructional design tools, web-based
applications, graphic design, and multimedia educational products such as screen-based simulation
and other multimedia based formats.
- Demonstrate ability to develop quality professional development and education consulting services,
using current techniques and procedures.
- Demonstrate ability to manage databases, develop formal written reports, and deliver this
information in a formal presentation.
- Knowledge and expertise in online learning, instructional systems, and learning management
platforms
Although I would obviously need some initial training, I do believe I have most of the skills required for this position, and I think I would enjoy it.
Director of Instructional Design and Development, University of Wisconsin Major Duties:
- Manage the instructional designers and support staff
- Mentor senior instructional designers, instructional designers, instructional design associates, and
developers
- Set goals and provide regular feedback about performance to individuals on the team.
- Work with the leaders of other CEOEL business units (e.g. Media, IT, Programs) to ensure smooth
process
- Build strong, collaborative relationships with constituents. Make routine trips to campuses to
develop and solidify faculty relationships.
- Share new knowledge inside and outside the organization.
Required Qualifications:
- Bachelor's or Master's degree in instructional or education design/technology or related field
- 5+ years related instructional design experience or relevant terminal degree with three years related
instructional design experience.
- 3+ years of formal management (5 or more individuals direct reporting) experience in an
instructional design, e-learning, or related setting.
- Excellent communication skills.
- Knowledge of learning theories, instructional design theories, instruction systems.
- Understanding and application of sound pedagogy and andragogy instructional design practices.
- Demonstrated leadership in working within teams to analyze and improve instructional design.
I do not have the knowledge or experience base for this position, but I think I could work my way up to it if I started as an Instructional Designer.
2) I took a self assessment on mynextmove.org/explore/ip, and found that I am perfectly suited to teach. I also have strong leanings towards service and giving advice. I like to have definite rules and a strong leader, but I also appreciate some degree of creativity and and flexibility in rules. I like to find answers and interesting facts, but I am not at all suited for "realistic" jobs that include manual labor or working with your hands, working outside, or working in any of the craftsmen trades.
3) I visited two professional organization sites and two professional publication sites and found the following information:
Professional Organizations:
American Educational Research Association (AERA)
Mission: To advance knowledge about education, encourage scholarly inquiry related to education, and promote the use of research to improve education and serve the public good.
Cost of Membership:
Regular members: $150 per year
Graduate Students: $40 per year
Publications:
American Educational Research Journal
Educational Evaluation and Policy Analysis
Educational Researcher
Journal of Educational and Behavioral Statistics
Review of Educational Research
Review of Research in Education
Conferences:
Annual Meetings- 6 day conference
Professional Development:
AERA-AIR Fellows Program
AERA-ETS Fellowship Program in Measurement and Education Research
Minority Dissertation Fellowship Program in Education Research
AERA Undergraduate Student Education Research Training Workshop
Association for Educational Communications and Technology (AECT)
Mission: "...to promote technological literacy for all by supporting the teaching of technology and engineering and promoting the professionalism of those engaged in these pursuits. ITEEA strengthens the profession through leadership, professional development, membership services, publications, and classroom activities."
Cost of Membership:
Corporate Membership: $400 per year
Regular Membership: $125 per year
Student Membership: $75 per year
Publications:
Technology and Engineering Teacher
Children's Technology and Engineering
Journal of Technology Education
Conferences:
Annual 3 day conference
Professional Development:
Professional/social networking sites
Engineering by Design
STEM Center for Teaching and Learning
Professional Publications:
The American Educational Research Journal is a peer-reviewed journal published by the American Educational Research Association. This journal, available online, reports on and analyses studies in all levels of education. Submissions must be 20-50 page APA formatted original manuscripts that are not being published elsewhere. Authors must assign copyright to AERA and submit a title page, abstract, and article online.
Contemporary Issues in Technology and Teacher Education is an online, peer-reviewed journal that is available at no charge, thanks to US Department of Education grant. This journal addresses current issues and trends in educational technology and teacher prep. Original submissions of 2-50 pages are expected to be properly formatted and submitted separately from any charts, graphs, or original photos.
All of these resources will be of value to me as a professional and as a doctoral student because they will help me stay abreast of current issues and trends in education and educational technology. I was aware of the American Educational Research Journal, but I was not familiar with the other three resources.
4) If I were responsible for identifying the domains, competences, and performance statements for a performance technologist, I would utilize tables 27.6 and 27.7 in our text, primarily because these have been tried and found to be effective. Although I might someday feel comfortable developing some of my own domains, competences, and performance standards, I don't feel comfortable doing that until I have considerable experience and valid research to base them upon.
Domains (Table 27.7):
Standard 1: Design
Standard 2: Development
Standard 3: Utilization
Standard 4: Management
Standard 5: Evaluation
Competencies (Table 27.6):
1. Focus on results and help clients focus on results.
2. Look at situations systematically.
3. Add value to the work and the work process.
4. Collaborate with clients and experts.
5. Be systematic in assessment.
6. Be systematic in solution design, development, implementation, and evaluation.
1) One of the best examples I can think of in the area of rapid prototyping in instructional design actually occurred a few years ago as a collaborative effort between a local school district and a company who specializes in reading intervention software and programming. After developing a prototype of a revolutionary new reading intervention program, "Company X" approached several local school districts with a proposal to work collaboratively to test this new program. One of the larger local districts accepted the proposal, and so began a two year program that helped shape and develop what has become a national computer based reading intervention program. In exchange for implementing the program as prescribed, the school district received a large number of student computers which the district retained after the completion of the partnership. In short, the reading program was designed to identify students' current reading ability, learning gaps, and learning path. After an initial placement assessment, students progressed through the individualized learning paths, which were determined by frequent evaluations. Assessment information, combined with teacher feedback, was used by the company to identify weaknesses in the program, which allowed for quick corrective measures to be taken. Teachers participated in training via traditional face to face training sessions, web-based, and CD-Rom based sessions, and provided ongoing feedback to developers. Thus, as the programmers received a variety of data from students, teachers, and administrators, they were able to make immediate changes, which were then tested as students continued to use the program. As a result of this rapid prototyping, the district's reading scores improved and the company was able to market a reading intervention program that had been tried, perfected, and proven.
2) Attending classes and earning a degree while deployed was once an impossibility for military personnel. Times have changed, however, and the military recognizes the importance of allowing soldiers and sailors to continue to work towards their educational goals, even when they are deployed to remote locations or involved in battle. There are several colleges and universities such as Troy University, the University of Maryland, and Central Texas College that currently offer special programs for military personnel. The Army has established an educational help center for soldiers working on their education. This help center, GoArmyEd, assists service members with class registration, ordering books, paying tuition, etc. In researching educational tools available to deployed service members, I found a variety of options including the use of: educational gaming, 3D environments, a 3D repository, online classes, the Army's Deployed Digital Training Campuses, and the idea of deployed soldiers teaching soldiers. Although each of these programs are different, they all have the common elements of accessibility, flexibility, and accountability. As a consultant, I believe I would recommend establishing a flexible, integrated learning environment that would meet the needs of personnel at home, on base, afloat, or deployed to remote areas. This could mean combining formats for a single class or degree. It may be that electronic options could meet most of the needs, but it would also mean that qualified, master's degree holding, deployed soldiers are utilized to teach other deployed soldiers. In many instances, large numbers of battalions, squadrons, or units are deployed together. This means that there are frequently enough personnel to teach a variety of coursework to soldiers. These courses could be used to cover most of the core requirements as well as some concentration specific courses. Whenever feasible, institutions should be encouraged to allow course substations for classes that are similar to ones needed to fulfill degree requirements.
The 2009 video clip below shows parts of a college graduation ceremony held by military personnel in Baghdad.
3) If I were designing an activity to introduce the Step-Up-To-Excellence (SUTE) and Guidance System for Transforming Education (GSTE) change process models to my colleagues, I would begin by showing insightful interviews with teachers and administrators who had been through each of the change models. The interviews might address why changes were needed, the "ups and downs" of actually creating systemic change, and the results of their efforts. Then I would begin a jigsaw activity by dividing the participants into four color coded groups. Each group would then number off from one to four. All the ones would then come together to become experts on the necessary conditions for SUTE, the twos would become experts on the 5 SUTE steps, the threes would master the GSTE core values, and the fours would conquer the GSTE phases. Then, each participant would return to their color coded group, where there would now be an expert from each group to share his or her knowledge with their team members. Each group would then use the knowledge from its members to create a compare and contrast chart and a list of discussion points about the two methods. Following a discussion about the two models, including strengths, weaknesses, and concerns, I might end the session with a relay style game to match core values, phases, steps, etc using the corresponding change model.
4) I chose to research faculty development programs at Abilene Christian University, Michigan State University, and Texas State University. I found both similarities and differences from university to university. I will summarize my findings in the following paragraphs.
Faculty development at Abilene Christian University is overseen by the Faculty Development Committee which reports to the Provost's office. This committee makes recommendations for development opportunities, plans and carries out pre-session conferences, and works with the Provost's office and the Adams Center for Teaching and Learning to provide enrichment opportunities. The Adams Center provides advanced technology tools, training, and services to students and instructors. Services include, but are not limited to, course development, course enhancement, syllabus development, assistance with mobile learning, mobile technology, diversity, inclusive teaching, research design, participation in research, and publishing guidance. Funding is available for faculty renewal leaves, summer stipends, technology development, and participating in a research group focused on mobile learning development. Programs are offered on a continuing basis, although not every program is available at all times. My inquiries reveal, however, that opportunities for faculty development, particularly in the area of technology integration and mobile learning, are always available to instructors.
Faculty development at Michigan State University is overseen by the Office of Faculty and Organizational Development, which is part of the Human Resources Department in the Office of the Provost. The most prominent faculty development program at Michigan State is the Lilly Teaching Fellowship Program, which is designed to support young teaching fellows and prepare them to become faculty leaders who truly understand teaching, learning, and research. This year long project includes two retreats, monthly meetings with mentors, four seminars, and completion of a teaching and learning project. Additional faculty development opportunities, which are available throughout the academic year, include support for faculty on probationary tenure, decision making training, leadership and administration seminars, globalization symposiums, and on-demand online training.
The Office of Professional Development, a part of the Center for Professional Excellence, overseen by the Office of the Provost in the Academic Affairs Division, is responsible for providing continuing faculty development opportunities at Texas State University. In addition to providing support for first year tenured faculty through the Program for Excellence in Teaching and Learning, the university provides new faculty orientation and several faculty focus workshops, programs, and events each semester.
The video below provides an overview of faculty development modules for Lone Star College Online .
1) One problem we have in our local office is that students do not have the information they need, because many of them do not check their university email. Many of the ones who do check it just delete any mail that does not come directly from an instructor. I think there are a number of reasons for this, but the biggest two reasons are: a) students are mobile and do not always have access to university email on their mobile device, and b) students are so inundated with large amounts of email that they don't read most of what they get. This is somewhat compounded by the fact that our local students never go to the main campus, so emails about choral events, lunch specials, and parking lot closings truly do not apply to them. The problem is that when students don't read emails, they miss out on important deadlines, financial aid notices, etc. One solution that I have started working on is using popular social networking tools to disseminate information that is relevant, important, and applicable to large groups of students. Obviously, I am very careful in my use of this tool, but I have been getting positive feedback from my introductory efforts. I have created following flowchart, based on the generalized HPT model, to show the progression of this solution
2) PC Magazine defines an electronic performance support system (EPPS) as:
A computer
system that provides quick assistance and information without requiring prior training
to use it. It may incorporate all forms of multimedia delivery as well as AI
techniques such as expert systems and natural language recognition.
Electronic Performance Support System (EPSS)-Systems that provide employees with the information, advice, and learning experiences they need to get up to speed as quickly as possible and with the minimum support from other people.
My preferred definition of an electronic performance support system, however, comes from the Computing Dictionary at Dictionary.com, which borrowed Gery's 1997 definition stating that an EPSS is :
I prefer this final definition, because it seems more complete and more encompassing
than the previously listed definitions. While the former definitions utilize simple, easy to understand language, the final one opens one's mind to the seemingly limitless possibilities.
Although cost and a reluctance to change have slowed the growth of EPSS in the past, I believe that we are moving beyond this point at a rapid pace. Although I am unfamiliar with an EPSS that is as complete as Dictionary.com suggests, I utilize some type of EPSS on a daily basis. This may be anything from working in our degree evaluation system, to completing training sessions via YouTube, Skype, or video conferencing platforms. I use Dropbox and Google Docs to collaborate and share files with colleagues both synchronously and asynchronously. When I consider these activities in light of the increasingly mobile nature of society, the wide spread adoption of technology, and the improving cost effective nature of technology applications, I am lead to believe that EPSS implementation will continue to increase exponentially.
The following Youtube video captures some the creative and collaborative features provided by Google Docs.
3) A major part of my professional responsibilities is advising students. It is very important that I have access to correct information and that I know how to use that information. Otherwise, I could mistakenly advise students to take incorrect classes or retake unnecessary classes, which costs the student additional time, money, and effort. A major part of making sure this is correct comes in making sure that gpa requirements are met, and that classes that have been retaken to increase a gpa are entered correctly. We have had a system in place that addresses these issues, but I have found that it is not intuitive and does not "notice" or flag some important information, which can leave room for error. So, our wonderful personnel in the registrar's office have been working on a new program that will address these issues MUCH more effectively. The new program incorporates information that used to require us to go to multiple programs to access. In addition, it allows advisers and students to access a degree plan, see what classes still need to be taken, see what courses meet that requirement, and register for the class, all from the same program. A myriad of other important information will also be available from this one program.
It would be an understatement to say that I am excited about this new program going live in a few months. It would also be misleading to to say that I could have used it effectively without training. I have experienced, and will continue to experience, a blended learning approach in regards to implementing this new tool. First, one of the program creators drove two hours to my office to spend some time training me on the new system. Knowing that I am fairly tech savvy and learn by actually using the products, she left me with a wonderful instructional guide. The new system is rather intuitive and includes some directions when you perform or attempt to perform certain functions, so that allows me to learn as I use the program. Of course, having the system creators just a phone call away when I need them is very handy, as well. The beauty of this blended learning approach is that it allows for a higher level of support that some of my coworkers need.
4) One of my most vivid memories surrounding informal learning occurred when the district where I was employed decided to install Smartboards in every elementary classroom. Since the implementation began with third to fifth grade math and science classes and I taught fourth grade ELAR, I did not receive my Smartboard for nearly a year after my very good friend and team teacher, Michelle, got hers. Of course, as is often the case, we received new technology with absolutely no training in how to use it. Fortunately for me, by the time I actually got my Smartboard, Michelle was using hers like a pro. She used it every day in nearly every lesson, and could do just about anything with it. Naturally, she became my "go-to" person for my endless list of questions. Although some of what she showed me initially came in the form of short sessions that resembled more formal training, much of it occurred on a daily basis when I would barge into her room before school, after school, or even during a lesson asking her how to do certain things. She was AMAZINGLY patient with me, showing me everything I needed to know. Of course, by this point, I also had ten year old students who knew how to use the Smartboard much more effectively than I did, because they had the experience that I lacked. So, in many ways, they also became my teachers.
As more and teachers received their Smartboards, this informal learning increased exponentially. We talked about "new tricks" we had learned, Smartboard resources we had found, and how we were using it in our classes. These conversations occurred in classrooms, after school, in the lounge, at the grocery store, at the beauty salon, in Sunday school, on Facebook, and via email. We learned a huge amount of information from each other. In many ways, this was much more effective than any formal training could have been, because we were able to apply our new skills immediately, and since they were coming from other teachers, we knew it was relevant.
1.As indicated in the text, "Evaluation is an essential phase in the instructional design process." Evaluation enables educators to make informed critical decisions about instruction. While my search revealed several models of evaluation, I found two to be particularly interesting.
Eisner's Educational Connoisseurship and Criticism Model is qualitative rather than quantitative in nature. Based on the same concepts as criticism in the arts, this model relies on human observation and interpretation, rather than numerical data.Yuksel, I. (2010). How to conduct a qualitative program evaluation in the light of eisner. Turkish Online Journal of Qualitative Inquiry, 1(2), 78-83.
Although this model is open to human error and opinion, the evaluator is generally trained to provide subjective, yet interpretive feedback. Although empirical data definitely has an important place in educational evaluation, I believe that this type of qualitative data does as well. To a large degree, the PDAS evaluations rely on concepts identified by Eisner. This includes interpretation in areas such as professional communication, time management, active and successful student participation, and learner centered instruction. These areas cannot be fully evaluated in quantitative terms. While every teacher knows that PDAS is open to interpretation and administrator personalities, it is also true that administrators are required to complete PDAS training in an effort to reduce some of these inconsistencies. Of course, in this type of situation, there are often loyalties, relationships, and sometimes personal agendas that come in to play. A more accurate interpretation of individual lessons may actually be accomplished by an unbiased evaluator who has no previous relationship with the teacher being evaluated.
Teacher peer evaluation systems also fit under Eisner's model. As suggested by its name, teachers in a peer evaluation system are evaluated by peers rather than administrators. There are at least two models for teacher peer evaluation. Under one model, teachers are never evaluated by administrators, but only by their peers. Under a different model, teachers are evaluated by peers prior to being evaluated by an administrator. The focus of the peer evaluation model is instructional improvement. Teachers are trained to observe their peers and provide feedback. A particular strength of this model is that teachers are able to create a true collaborative learning community and are able to strengthen their own practice by observing what works and does not work for their peers.
As someone who is responsible for evaluating student teachers, I can clearly see that Eisner's model has an important role in education, even though it is typically overshadowed by numerical data collected from numerous standardized tests.
I also found the portfolio model of evaluation to be very applicable to my current role in education. Although the portfolio model is not new, it is undergoing revisions as technology and educational philosophies change.Bruneau, O. (2010). The pre-service teacher portfolio: A formative approach. The International Journal of Learning, International journal of learning. 17(7), 441-448.
Portfolio evaluation provides a method for showing continuous growth and development both professionally and academically. As a fourth grade language arts teacher in a sometimes underfunded Title 1 school, I used a simple portfolio system in my writing class. Student portfolios provided a growth chart of sorts for the student, parents, and me. In fact, it often served as a point of encouragement, because we could all see the progress that had been made since those first painful September attempts at writing.
Now, as a teacher educator, we are looking into updating our portfolio system within our program. We have used portfolios in the past, but the practice has somewhat fizzled as the old system becomes less and less effective. The article I referenced above chronicled an Iowa college's journey through the implementation and revision of an e-portfolio evaluation system that begins during a student's first years of college and continues through completion of the teacher prep program, and ultimately through their profession career.
I will continue to research the most current research in effective e-portfolio evaluation systems within teacher prep programs. Not only does this type of evaluation serve as a type of growth chart, but it also shows instructional strengths and weaknesses. As these strengths and weaknesses are discovered, instruction and focused learning activities can be added, deleted, or changed to meet specific learning goals.
2. In considering the adoption of technology innovations within my social setting, I immediately think of my iPad. I received my iPad 2 as part of a grant project last summer, and I have become such a proponent of this technology that several people within my social system have purchased one or plan to purchase one. Since I received my iPad at no expense to me, deciding to use it was a "no brainer" for me. I knew I would use it, and I knew it would make my life easier in some ways, but I didn't realize how much I would come to rely upon it, especially since I am constantly on the go and need to stay connected with my family, friends, students, colleagues, supervisors, and instructors. I also need to be able to work on projects, stay informed, and have a form of entertainment from virtually any location. My iPad allows me to do all of this and more. The chart below shows key factors in my decision to use and promote my iPad.
3.Over the last year to 18 months, my off-site campus location has received, after much insistence from me, three new Smart Boards. As a recent public school teacher, I knew that Smart technology and other interactive whiteboards were becoming more common in K-12 schools, and I knew our pre-service teachers needed to be prepared to use them. A majority of our local instructors are older, often retired, individuals, who tend to be slow, if not reluctant adopters of technology. I only received a total of three Smart Boards, and I am still in the midst of implementation, but my Situational Leadership model in this instance has progressed in the following manner:
Phase 1:
Not a single instructor wanted to have a Smart Board or learn to use it. Although many of them considered it to be a waste of very limited funding, I purchased them anyway. I put one in a computer lab that is used in a variety of capacities by individuals, classes, community members, faculty, etc. I put a second one in a classroom used by many instructors, and one in our math instructor's room. Although the math instructor is very up to date in her technology adoption, she was resistant to the idea of Smart Boards, because she believed them to be a poor use of technology dollars.
The first thing I did was to offer free training to any interested instructors and students. I hired a local classroom teacher to come in and give us some relevant hands-on training. I provided plenty of notice, incentives for attending, and a light breakfast. One instructor, my administrative assistant, our associate director, and three students were all that attended. I was not happy, but I persevered, mostly because I knew I could not give up.
My next strategy was to implement Smart Board usage in my own class and teach the math instructor to use it. My students loved it instantly, and although our math instructor was reluctant at first, her attitude changed as she became more familiar with the product and it's usefulness in education.
Phase 2:
As students from both my class and the math class become more acquainted with and excited about the Smart Boards, it is beginning to spill over into other classes. It began with students requesting permission to use the Smart Boards for presentations and projects in other classes. When this happened, instructors had to learn the very basics, such as how to turn them on and prepare them for use. Of course, in many cases, it has been the students teaching the instructors how to do this. As instructors have witnesses the change in student performance and engagement as a result of the new boards, they have become more interested in using the resources themselves. At this point, approximately a quarter of our local instructors are using the Smart Boards on a fairly consistent basis. I continue to use the Smart Boards at every opportunity, and the interest is growing.
Phase 3:
We are not completely to phase 3 yet, but we are getting there. I am beginning to see some great instructor created presentations and learning activities for the Smart Board. I encourage them at every turn, and I have noticed my students doing the same. The fever is spreading.
Phase 4:
At this point, phase 4 seems to be a distant goal, but I am beginning to see glimpses that indicate we are getting closer. When we reach this point, I will not have to push and encourage usage so much, because it will be a "normal" aspect of instruction. I will be able to monitor appropriate usage and be a cheerleader for integration, but it will not require the focused attention that it has in the past. Of course, by the time we get to this pause, I am sure we'll be looking at the next new tool to implement and the cycle will begin again.
1) As an instructor in a teacher prep program, I decided to focus on one of my primary goals, which is to prepare future teachers to plan and execute effective lessons. The specific learning goal for this project is for student teachers to prepare and present an effective focus for a lesson. I would most likely incorporate the Schema Theory & Cognitive Load Theory, as well as the Behavioral and Situated Learning Theories to accomplish this goal. Although not representative of the entire lesson, I would ideally utilize the following learning activities:
2) I chose the University of Florida's Center for Instructional Technology and Training http://www.citt.ufl.edu/toolbox/toolbox_gagne9Events.php as a reference to become more familiar with Gagne's Theory of Design. I created the following chart to show how the instructional activities I planned correlate to both Gagne's theory and the First Principles Theory. I believe that the very nature of the lesson and task lends itself to the First Principles theory quite well, because the goal is for students to learn a skill they know they will be using in real classrooms. It is problem based, because, as any teacher knows, it is sometimes quite a task to gain students' attention at the very beginning of a lesson. Therefore, this lesson is not at all contrived, but is very "real world" in nature.
3) I believe that the nature of learning to plan and execute a lesson focus, leading to planning and delivering an entire lesson cycle, is inherently inline with the whole-task approach, scaffolding, and mathemagenic methods. Learning to teach is not an isolated set of skills to be learned from a college textbook, but, rather an integration of skill sets, knowledge, and attitudes. The art and science of teaching an effective lesson is a skill recognized by teachers and other professionals in the field. By having students work alongside a professional teacher to actually plan and deliver a lesson, students are learning to simultaneously rely upon numerous constituent skills.
4) I created the following chart to show how I would incorporate Keller's ARCS model of motivation into a Smartboard training seminar I might be designing for pre-service and practicing teachers.
5) Engaging in design research almost guarantees that the focus remains on learning. Because design research incorporates both design and research at every level of instruction, there is a constant flow of data to help teachers decide when the "learning trajectory" is effective and when it needs to be changed. Data collection and research truly drives instruction, because the focus is always on learning.
1. Reiser and Dempsey provide readers with several definitions of Instructional Design and Technology. For the purposes of this class, however, the authors maintain that the field of Instructional Design and Technology has two basic elements, "the use of media for instructional purposes and the use of systematic instructional design procedures..." (p. 7). I find that this definition meshes well with my role of preparing pre-service teachers for the classroom. For me, Instructional Design and Technology is not necessarily a field of its own, but a key element in the field of education. I believe that every educator in today's society needs to be proficient in Instructional Design and Technology. To me, this simply means that teachers need to have the ability to include appropriate instructional technology in their lesson planning. Technology should not be included as a last minute way to "enhance" a lesson, nor should it be included simply for the sake of using technology. Instead, technology should be an integral part of the lesson cycle, and it should always serve a specific purpose. Shortly stated, instructional design and technology is the ability to plan and implement the use of the very best media resources to teach specific skills to learners.
2. Although I may be tempted to use certain media based on my own preferences or opinions, I know that as an educator in a teacher prep program, I cannot do that. Understanding the six characteristics of instructional design and following a lesson design model
similar to Dick, Carey, and Carey's model, I know I must begin with the end in mind, asking myself what the goals or learning objectives are for my students. Then, I must consider what skills my students already have, and what they will need to know or be able to do to learn the new skill. Only then can I move forward with the planning process, asking myself questions such as: 1) What media and other resources do I have available that will teach or reinforce the desired skills? 2) Which of these technological resources provides the most authentic learning situations with the most amount of student interaction? 3) Is this the best way to teach this skill? 4) Is it feasible? Then, after the lesson begins, I must frequently assess the situation. If students are not learning the desired skills, or if behavior is not changing in the intended manner, I have to investigate the reason and correct it. That may mean clarifying directions, providing important information, redirecting students, or simply beginning again in a different way. In addition, since I am helping to prepare pre-service teachers, not only must I do this for my students, but I must teach them to do it for their students as well. I must teach them to begin planning lessons with the end in mind. I must also show them how to find, evaluate, and use appropriate technology to reach their students in the most effective way possible.
Please see the graphic representation of my slightly revised model of instructional design shown below.
3. Technology is used in today's classroom for a number of reasons. The internet provides almost instant access to an immeasurable amount of information, audio and video files, duplicates of primary and secondary sources, lesson plans, virtual field trips, and other open source materials. Students and teachers can connect with peers, both near and far, to create learning communities, explore various cultures, or expand social networks. Teachers have access to interactive whiteboards which open up a world of virtual manipulatives, learning games, and a host of interactive lessons. In addition, many record keeping tasks are completed electronically. In other words, technology is playing an increasingly prevalent role in all levels of US education.
Since the world is becoming more and more of a global society, and we must prepare today's students to be competitive in a technology driven economy, I expect the instructional technology trend to increase exponentially over time. While I do not expect the US to follow Korea's lead in instituting robot teachers, http://articles.cnn.com/2010-10-22/tech/south.korea.robot.teachers_1_robot-english-teachers?_s=PM:TECH, I do expect other changes. I believe that we will soon have even better access to programs like Rosetta Stone, so that students of all ages can learn a second language, even if there is no teacher available to teach them the desired language. I also expect to see an increasing number of K-12, higher education, an adult education programs take advantage of distance education and web-based classes in an effort to cut cost, expand student learning opportunities, and share resources between locations or institutions. Teachers at all levels will continue to use technology in an effort to differentiate instruction and meet the needs of students with various learning differences. In addition, the availability of mobile devices increases the possibility that classrooms will move out of the confines of the school building and relocate, at least for a portion of instructional time, into the real world.
Welcome to my blog! Although I have followed a couple of blogs in the past, I never even considered creating my own blog until I was required to do so for a class I took in the last subterm. I was quite shocked to discover how easy it can be to design and maintain a blog on my own. Now I feel like I'm right in my element. I have created this blog as a reflection and communication platform for ETEC 561, Learning & Technology, and I cannot wait to get started.
