New Directions in IDT

What learning goals or objectives could the technologies you selected help learners foster? How can the technology facilitate attainment of that learning goal better than traditional instruction? How soon will you adopt or implement the chosen technology to your instruction or work? How can design concepts or principles apply to your preparation? What would be difficult or challenging, if any, and what is your strategy to resolve or alleviate them?

Web 2.0 and Rich Media

Web 2.0 can be used for networking with other students.  Web 2.0 affords students the ability to do school work outside of the classroom and with other students.  So much information in available on the internet for students to research and learn from.  There are also a ton of educational apps availalbe to engage students.  Using rich media includes using video, animation, and audio. (1)  Incorporating rich media into lessons grabs students attention.  

While using these technologies in the classroom, I believe that learning goals can be better met than just using traditional instruction.  Obviously students learn through traditional instruction.  But, adding Web 2.0 and rich media helps get students involved in the learning process.  Participating in the lesson makes the learning more meaningful.  I know that when I finally have my own classroom or library, both Web 2.0 and rich media will be used regularly.  Traditional lessons would need re-designing to be able to tie in the technologies correctly.  
For the technologies you selected above, discuss how each of those two chapters can apply from this section (e.g., What ethical issues using the technology might present. Does the technology enhance or impose accessibility and accommodate diverse learning needs? How and/or can you design more effective instruction or learning using that technology? How much guidance would instruction with that technology require? What kinds of guidance would be necessary?) 

Ethics is a big deal when implementing technology into the classroom.  Web 2.0 has many more implications that rich media.  With rich media, making sure that it is appropriate for the classroom is important.  Using Web 2.0, such as the internet, requires educators to restrict access to sites other than those necessary for the school work.  I think it is important to teach the students how to safely use the internet.  Also, using Web 2.0 calls for citing all websites that are used.  Therefore, teachers must educate their students on listing references.

Although using technology in the classroom may require more guidance than traditional instruction, I believe it is important to design some lessons around it.  We need to prepare our students for the world outside of the classroom.

1.  Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology(3rd edition). United States: Pearson Prentice Hall.

Getting an IDT position and Succeeding at It

Many of you already have a job in the field or in a related field; however, based on this week’s readings, you’ll reflect on where you are, where you want to go, and what you need to learn or do to get there. Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promo, etc.). Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Based on these chapters, briefly describe what your strong competencies are and what areas you want/need to improve, and explain what you need to learn. Then, discuss how you will obtain the skills you need through this degree program (Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?)

Since graduating in 2004, I have worked for my family business.  I had considered going in a different direction but, at the time the pharmacy was short handed and it just made sense to fill in for a while.  12 years later, I am still there.  I wear a lot of hats at work including front-end manager, payroll, and sometimes I fill in as a pharmacy technician.  I have always known that this is not what I wanted to do forever.  So, I finally took the time to apply to graduate school.  I am pursuing a Master's degree Educational Technology and Library Science.  I plan on getting a teaching certificate and eventually becoming a school librarian.  At this point, I do not know what type of school I would like to work at.  I would enjoy helping elementary students learn to love reading.  But, I have always loved research....this would mean working at a high school.  This is only my second semester in graduate school.  I know I have a lot left to learn.  I hope that the remaining classes that I have to take will better prepare me for my future job.  I also hope that knowing current librarians will help me to know what to expect.  First thing is first....I need to graduate and get a teaching job.  Most librarian jobs I have seen require at least 2 years in the classroom before becoming a librarian.

Finally, what organizations would best support your continued learning after you graduate? Do you think you would benefit from joining those organizations before graduating? Explain why or why not? How will knowledge gained from these chapters apply to your career planning above and beyond what you are learning from your graduate study?

After doing a little research on organizations in my field, I think it would be beneficial to join the Texas Library Association.  The website txla.org states that it has over 7000 member and has been in existence since 1902.  TLA has conferences, interest groups, and committees to participate in.  I think that starting out as a volunteer would be a great way to network and learn a lot.  Although, it may be beneficial to join the organization before I graduate, I feel like I should wait a bit.  I prefer to know that I am bringing something to the table.  I would want to be a librarian first.  I would like to subscribe to a library publication such as the School Library Journal to start looking at now.

 I feel like these chapters were really helpful and encouraging when it comes to the job search.  I would want to re-read the chapters and double check my resume to make sure all of the important facts are there.  The section on preparing for the job interview was helpful....having worked for my family, I've only been interviewed for jobs during college. I probably need some work. =)

Trends/Issues

1. Chapters in Section V identify trends and issues in IDT in various contexts: business & industry; military; health care education; P-12 education; and post-secondary education. Select 2 of these 5 contexts and compare/contrast the IDT trends and issues. Then describe how knowledge of IDT trends and issues you captured from those two fields can better inform your work. 

 I chose to read chapters discussing technology used in health care education and P-12 education.  I found out that there is so much technology used to teach students in the health care fields.  This includes using the computer for simulations for training or strapping on an arm to practice giving injections.  I was shocked by the advances in technology for the health care field.  Technology affords students the opportunity to learn in so many ways.  This is important because of the risk factor involved with health professions.  While health care education uses technology to the greatest extent, the book points out how it is not being taken advantage of in P-12 education.  Technology could be used in P-12 education to help teach 21st century skills including information and communication technology literacy.  Unfortunately, implementing the technology into the classrooms has not been 100% successful.

After reading about the trends in the classroom, I think that it better prepares me, a future educator, to pay closer attention when it comes to implementing technology.  I want to make it the most educational experience for the students as possible.

  2. Chapters in Section VI discuss global trends and issues in IDT. What have you learned from the selected chapter and how can/will it enhance your teaching? In a global and more connected society, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to develop cultural sensitivity when working with people from the another (or your selected) region? Does our current education system, curriculum, and instructional practices help learners foster the skills necessary to tackle these issues? What can be done in your role?

I chose to reach chapter 25 on instructional design in Europe.  I was surprised by all of the statistics of Europe that were included.  It shows how hard it must be to implement anything with people from so many different walks of life.  I know that educators also have to interact with students from different backgrounds.  I think it is very important to teach the Golden Rule: treat others how you want to be treated.  If everyone lived by this rule, diversity would be less of a concern in the classroom.

Human Performance

1. Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions (e.g., p. 137 on the top left) to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. 

This week, I am writing this blog as a parent.  A couple of  years ago, we moved while my daughter was in elementary school.  She changed both schools and districts.  I had always had a hard time getting her to read on her own and the first school did not do much to else.  Yes, they had the AR program but, did not make a big deal out of it.  When we started at the new school, my daughter was bringing home new books every week and reading for fun.  Her teacher had set AR point goals for every 6 weeks.  At the 6 week mark, every student that had met the goal attended a party.  The goals and parties encouraged the students to read.  My daughter now loves reading...she just needed a little push in the right direction.
 
2. Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above. 

Performance support systems are resources that can be accessed in the moment of need.  I can not think of any performance support system that would be useful with my problem stated above.
  
3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems.What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed, and shared to help facilitate problem solving?

Tactic knowledge would be helpful with my problem of not wanting to read.  I think that the teacher having experience with the kids would help him/her realize what motivates the kids to want to read.
 
4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

 Since starting graduate school, there have been plenty of opportunities for informal learning.  Online classes allow students to learn so much from each other.  My first semester of graduate school we had a group project.  Since then, I have kept in touch with one of the members who is a teacher.  She has helped me throughout my classes with her knowledge as a teacher.  I thank her at the end of every semester for the information she passes on to me because I have not worked in a school yet.  Because my informal learning has been specific for my situation, I do not believe that it can be codified, managed, or replicated for others.

Evaluating, Implementing, and Managing Instructional Programs and Projects

First, select one of the evaluation models you learned from chapter 10 or from your web search and describe how you would use it to evaluate your instruction (alternatively, you can choose a program or initiative at your current or former school). Reflect on what other questions that instructional program evaluation should address besides whether the new instruction/program leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know? 

After reading about the different evaluation models, I would use Stufflebeam's CIPP Evaluation Model.  CIPP stand for Context, Input, Process, and Product.  Context involves looking at the environment and determining the needs.  Input evaluation addresses resources available.  Process evaluation examines how this program is being implemented.  Finally, Product evaluation looks at the end product.  We often ask if the new instruction/program leads to comparable amounts of learning as traditional methods.  I feel like CIPP addresses a lot of  important issues when implementing a new program.  The one thing missing from CIPP, in my opinion, is the design phase.  While it looks at the environment and it's needs, the actual designing of the program is critical. 

For second part, congratulation, your school leader noticed about your good use of technology in teaching and appointed you to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic challenge. You were told that the school will provide necessary support and you can form a team. Based on knowledge from chapters 12 & 13, which people at the school and the district will you include in the team, and how will you use Situational Leadership to facilitate this project and manage scarce resources?

I do not work at a school so, I am answering this question based on positions that I believe exist and would be beneficial to the team.  I would include a campus and district manager, a district technology director, and teachers.  I want to make sure that all of my bases are covered and that I have the input from experienced personnel.  Using situational leadership,  I would start with a goal.  I would make sure that the goal is attainable with the resources available.  I want to make sure that I keep the lines of communication open with my team.  And, I would be sure to support and motivate my team during the project.

Theories and Models of Learning and Instruction

1. Chapters in this section discuss three contrasting epistemic (the study of what and how we come to know) stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict. How was the situation resolved by you (effectively or ineffectively), and what could/can be done?

 After researching the three epistemic stances, I would lean more towards being a relativist.  Isn't it all relative??  I believe that knowledge is subject to perception.  We all come from different walks of life...this  has to have an impact on individual's knowledge.  While it is not my personality to have conflict with anyone (especially not a teacher), I believe that many of my teachers from back in high school took a positivist stance.  They were strictly by the book!  I see where opposing stances could affect a teacher's ability to reach a student.  But, as a student, I always just did what I was told and never questioned assignments. :)

 2. Various theories/models of learning and instruction are discussed in multiple chapters in this section. Which theories/models of learning or instruction are the primary one(s) you apply to your teaching or you can relate the best, and why? Then, please pick one project or instructional unit (briefly describe title, target audience, and learning goals/objectives) where your designing/teaching or learning was most  successful (or less than successful), and describe which theory/model or principle(s) from these chapters can be applied to improve design/teaching or learning.

I have learned about the different theories and models throughout my graduate classes.  I would say that I relate to constructivism.  Constructivism allows students to produce knowledge based on experiences.  It helps students gain confidence to discover answers for themselves.  

As I discussed in week 1, I designed a lesson that integrated Quick Response Codes and Sight Words.  For this lesson, I had assigned QR Codes that each had an audio clips with 1 sight word.  This was primarily for Kindergarten but, the idea could be used for all ages.  Each Kindergartener had an iPad with a QR Code reader app.  They would go around the classroom and scan the QR codes with the iPad and write the word they hear on the handout.  Sight words are learned through repetition which is an example of behaviorism.  I do not know if a theory or model could improve the design but, applying constructivism to the lesson would change it up a little.  For example, the class could be divided up into groups and make it a group assignment.  Then, the students could help one another to determine the answers and get an immediate response versus waiting for the teacher to grade the papers.

Defining the IDT field

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

It was interesting to read how the definition of instructional technology has changed over the years.  After reading all of the instructional technology definitions in Chapter 1, I would say that the definition most comparable to my definition would be the latest AECT definition.  It defines educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."(1)  I am not currently a teacher so, the only exposure to instructional or educational technology has been during my previous ETEC classes.  Therefore, it seems fitting for my definition to be close to the most recent definition.  Prior to these classes and this chapter, I would have assumed that instructional technology was referring to types of media used in the classroom.  I know now that it includes so much more.

2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics in the chapter.

In a class that I took this summer, I was required to develop a lesson incorporating technology.  I used the ADDIE model to develop a lesson using Quick Response Codes to help Kindergarteners with sight words.  Looking at the characteristics of instructional design, I believe my lesson adhered to most of the 6.  The lesson design was student centered, goal oriented, focused on meaningful performance, and the assumed outcome could be measured in a reliable way.  The two characteristics that my lesson could be lacking are: 1. Empirical, Iterative, and Self-Correcting and 2. Team Effort.  I know that after teaching the lesson, I could use the data collected to make revisions.  Although, with the lesson being very simple, I do not think that a team is required.

 3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks as instructional media or not? Most importantly, is the purpose of instructional design to incorporate media into instruction?

During most of the 20th century, teachers, chalkboards, and books were the constant media used in schools.  It makes sense, to me, to exclude them in order to evaluate other media introduced into education.  If instructional media is defined as the physical means via which instruction is presented to learners (2), then teachers, chalkboards, and books are most definitely forms of media.  While I believe that one purpose of instructional design is to incorporate media into instruction, an important part of the incorporation is making sure that the media is best suited for the situation.

1. AECT Definition and Terminology Committee. (2008). Definition. In A. Januszewki & M. Molenda (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum.

2. Reiser, R. A. & Gagne, R. M. (1983). Selecting media for instruction. Englewood Cliffs, NJ: Educational Technology.