ETEC 561 - New Directions in IDT

Who really knows where Instruction Design Technology is headed?  As soon as you think you have a handle on things the way they are now, new technology comes out that blows the rest out of the water and changes our thinking about how we have always done things, creating new possibilities and new challenges.
The three emerging technology I chose pertain directly to my classes in Information Technology and STEM.  I would like to further study virtual worlds, digital games (or simulations) and networks or Web 2.0 technologies.
Since I was a kid, virtual reality has been a carrot dangled in front of our noses and has been feared and rejoiced for its possibilities.  From the Lawnmower Man to the Matrix, we see the potential power behind virtual reality.  My vision is not so all-encompassing, but can already be seen in augmented reality, like Google advertises with their Google Glasses.  Educationally, there are some really need augmented reality apps that can allow students to view and manipulate 3-D images.  DAQRI has several science apps that allow students to view the anatomy of a human in 3-D or using blocks, view molecules and manipulate elements to form bonds.  This allows students to view science in a whole new interactive way and help illustrate the concepts taught in class.
Computer gaming has been a hobby of mine since my mom first caved and bought us a Commodore 64.  The ability of gaming to attract and maintain a student's focus can be harnessed to maintain their focus while learning.  There are many games already out there to help young kids play and learn but I would like to focus on developing learning games for high school age students. While the learning outcomes may not be all that different from traditional means, the methods will be more fun and allow students to engage and enjoy the process, especially for students who do not perform well in a traditional classroom setting.
I chose Web 2.0 technologies because I teach Web Design classes and definitely need to stay on top of trends in developing web tech.  Whether I use this for instructional design or simply to keep up with my students in web design, Web 2.0 is coming and will effecting learning.  Web 2.0 will connect students and classrooms around the world, allowing for that global community we discussed last week.  Gone are the days of pen pals in other countries, now students can Skype to other countries and practice their foreign language skills directly with native speakers.  I think this ability alone will increase student language acquisition and will motivate learners to speak more fluently.
I believe all three of my chosen technologies enhance accessibility and accommodate diverse learning needs by expanding current educational possibilities with new ways to explore.   These technologies can be used to enhance current instructional design by allowing students more real-world applications for what they are learning.  In the case of augmented reality, it will allow students to manipulate items they would otherwise not be able to use or even see.  Teacher guidance would enhance learning by demonstrating how to use these tools and what it all means.  Teachers would need adequate training in these technologies to successfully use them in their classrooms.

ETEC561: IDT Positions

I am currently a first year teacher at Caddo Mills High School.  While this is my sixth year working at Caddo Mills, this is my first year as a classroom teacher.  I began as an aide in the Content Mastery room and was moved to the Registrar/PEIMS position when it became available.  I am certified in Business Education and Technology Education.  With the changes brought on by House Bill 5, the district created a position for me focusing on Information Technology and STEM endorsements.  I am currently working on my Master's in Educational Technology - Leadership or Library Science.  While I am quite partial to Library Science, I know the job market for school librarians is very tight.  While our district employs only two certified librarians, we have at least two other teachers who are already certified to take their place.  I also know state funding is effecting librarians and districts are expecting more technology support from librarians as a secondary job description.  My other option is to focus on technology with the hopes of being able to teach dual credit technology courses to high school seniors. Either way, I am happy to pursue my Master's (just getting started) and continue in the classroom while I try and figure out the best path for me.  Ideally, I could spend three years in the classroom, complete my library certification and land a job as the high school librarian when our current librarian retires or possibly middle school, if we grow to the size that requires a librarian for that campus.  With a Leadership degree, I could begin teaching dual credit as soon as my Master's was complete provided the district approves the addition of those courses.  While our district does employ staff to maintain and train in instructional design technology, I do not envy those jobs.  I appreciate everything they do but they are stretched thin and are always required to do more with less.  My main requirement for future employment is remaining at Caddo Mills ISD until my children graduate, over six years from now.
I definitely want to remain in the Education sector.  Ideally, I would like to work as a high school librarian at Caddo Mills High School.  This position involves so much more than checking out books to students.  Our librarian also teaches a Career and Tech course in Business English, handles all enrollment for our online courses in Odysseyware, distributes technology to teacher's classrooms, and sponsors staff training in technology.  I would love to be able to support the design of classroom instruction using technology from the library.  The job requirements for a librarian certification is three years in the classroom (this is my first), a master's degree (working on it) and a library certification.  Then I just have to convince the school board I am the best candidate for the job.  I already call myself the "Assistant, Assistant Librarian Assistant," because I help the library aides when the real librarian is out.  I believe the librarian certification courses will prepare me for what I need to know about the library, but while pursuing that educationally, I will also be working with the current librarian (who recommends this course of action for me) to learn the skills specific to our high school library.  I am already familiar with software used for tracking student book usage and AR testing, Odysseyware courses and student enrollment, and purchase order requirements for new book orders.  I will need to sharpen my technology skills and begin to offer tech training to other teachers in new areas in order to demonstrate my abilities there.  I intend to try this anyway.
There are many great organizations and conferences to join and attend.  I am attending a day from Discovery Education later this month, sponsored by Region 10.  There is also the state TCEA technology conference in Austin next February I am hoping to attend.  I think if I joined a professional technology organization it would be the TCEA (Texas Computer Education Association).  They offer tons of programs and training in a wide variety of areas that favor my teaching specialization.  I would favor a Texas organization over a national one because it will be more specialized and specific for needs of teachers in our state.  Global and national organizations have their merits, but I would prefer one that can specifically address needs of Texas teachers meeting Texas standards.   TCEA is also affiliated with the International Society for Technology in Education.  I could benefit immediately by joining this organization and would continue to see benefits as a high school librarian.

ETEC561 Trends and Issues in Various Settings

The goal of instructional design technology is to develop and use technology and other knowledge to improve student learning.  The goal does not change regardless of setting.  We use technology because it is a helpful tool to teach, share, and evaluate information and learning. 

In the business world, companies use instructional design to train employees, focusing on speed, cost and profit.  Why spend money to train employees if it will not increase the bottom line for the company?  Unfortunately, corporate instructional designers face unique problems like training in a global economy with a social and cultural sensitivity, while improving the efficiency of learning, and justifying their cost in profit margins.  They often must design instruction for programs they themselves are not trained in using untested delivery tools on short budgets with looming deadlines.

In the P-12 educational environment, instruction design technology means using what school districts can afford to their best effect – student learning.  P-12 education has a goal of more than imparting information to children; educators must nurture a love a learning and provide children with training needed to function in the world after high school.  Teachers struggle with limited budgets, a lack of administrator or technical support, their own perceived notions of technology and a lack of training.  The teacher is the facilitator in their room, their attitude towards learning and technology shapes the way children view it as well.  Teachers are also stressed by standardized testing, state evaluations, and the emergence of computer based instruction.  Teachers must train often to keep current on emerging technology and instructional design practices in order to continual strive to improve student outcomes and prepare students for the real world.

Post-secondary instructional designers have focused on distance learning.  Distance learning must balance the need for low cost versus high quality and the ease of use versus the rigor of learning.  Like the previous two environments, budgets are limited and constant training is required to keep up with technological advancements.  Like P-12 educators, instructor preconceived notions play a large part in their ability and willingness to adjust their instruction based on current trends in technology.  Also like early educators, post-secondary instructional designers must teach real world skills that prepare learners to be productive and successful employees and encourage life-long learning.

I feel like all three of these instructional design challenges apply to me as a technology instructor in a high school setting and an online graduate student.  I am preparing students to enter the business or college world and need to provide them with concrete skills they can use to be successful.  I am also aware of the deadline of graduation quickly approaching for some of these students and hope the district’s money and my time have been spent as efficiently as possible.  As a graduate student, I enjoy the flexibility of online classes because there are some weeks it is all I can do to get the work done.  Other times, I miss the days of classroom instruction with face-to-face interactions with knowledgeable professors.  I have also experienced the full spectrum of professors both in the classroom and online.  I had the Ben Stein-like professor for a Biology class I took years ago, but I will never forget the thrice-weekly struggle to stay awake in class.  I also took an online Accounting class that would have been more accurately described as ‘professor-less’ for all the assistance we received for our concerns and questions.  I have also taken really great classes both in the traditional setting and online with responsive, caring, and inspiring professors who have helped me become the person I am today.  I have come to believe instructional design is most efficient when the person behind the wheel is personally invested in the student outcomes.

I feel my primary goal as a technology teacher is to prepare my students for life after high school.  I am fortunate to have no state tests to judge my success in that area, but I hope students will look back someday and appreciate what they have learned in my class.  It has been a consistent goal of education to create, not just people who know information, but people who can think about and evaluate information.  I remember spending time in high school twenty five years ago discussing and practicing problem-solving. 

In order to properly prepare students for a global economy and possible global catastrophe we must first teach students to be aware of other cultures and societies.  We so often get caught in our own little lives we forget to look at the global picture, at our own insignificance.  Students need to feel like part of the global community so that global problems are their problems.  Teachers need to foster global community awareness as well as designing lessons to help students practice problem solving skills. 

I like the use of e-learning in Japan as an instructional tool, but I am not sure how effective it would be in this culture.  I have found many high school students here lack the discipline and focus required to complete learning in a strictly online environment.  Our school offers Odysseyware courses for students who for some reason or another are unable to acquire instruction in a regular classroom.  Most students struggle with no instructor to help them stay on track and no social interaction to make it entertaining.  However, my husband claims since the invention of Youtube anyone can learn how to do anything they want, because the information is out there for our use.  It’s really a matter of desire and discipline.

European instructional designers face challenges similar, but more extreme, than we do here in Texas.  We also face language and cultural difficulties providing challenges for students who learn English as a second language.  We can also empathize with the trend toward ‘infantilism.’   Students today accept what they see on Twitter and Facebook without ever using common sense or doubting the credibility of the sources.  Their idea of ‘news’ is not political or even informational, it is entertainment based on celebrity activity and so-called reality shows.  My classes have already covered reliability of internet sources and we will revisit it on several occasions though out the year.  Web based communication and networking between instructors is a great idea and many teachers are already using services like Twitter for that purpose.  Technology can be a powerful tool when used properly.  It seems we can take some of the things European educators have discovered and utilize them in our classroom.

ETEC561, Human Performace Technology

If I had to identify a problem in the teaching field, not related to instructional methods, it would be teacher attrition rates (i.e. the rate at which teachers are leaving the teaching profession).  The TEA reports a 10.2% attrition rate for Texas teachers for the 2011-2012 school year.  That year also marks the first time in a decade there were more teachers leaving teaching than beginning teaching.  As a first year teacher, this concerns me greatly.  I have left my previous field and committed myself to the teaching profession.  I assume I can be successful in that endeavor, but the numbers from the TEA are not encouraging. 

Instructional methods are not needed to solve the problem of teacher attrition.  Non-instructional solutions might include increased salaries for all teachers, decreased class size, team building and additional support structures, assistance with lesson planning, and an increase in school supply and technology budgets.

Performance support systems assist workers by providing them with critical knowledge regardless of their situation or previous experience with the subject.  For my problem of teacher attrition, performance support systems would include lesson plan databases, FAQs about problems encountered by first year teachers, or message boards to provide networked support for teachers struggling with a specific problem.  Our district provides first year teachers with a mentor teacher so the first year teacher has an experienced teacher to help them with any problem they might encounter in the classroom or as a new employee of the district.

School districts could help retain teachers by providing information about expectations for the coming years and how the district will address teacher concerns.  I believe part of the frustration for all teachers (not just first year teachers) is the continual expectation that teachers must do more with less for more kids.  Districts should share expected enrollment increases as well as plans regarding school budget and classroom use with teachers to alleviate worry and increase trust between administrators and teachers.  Teachers should be invited to a school board meeting to discuss their concerns, express their frustrations and voice possible solutions.  The school board should then consider, address and attempt to alleviate the most pressing of these issues.   As a district, we share a common goal: to educate kids.  Knowledge management could be used to facilitate a team spirit and cooperative atmosphere that will encourage teachers to remain with a district and share the long term vision of administrators. 

I learn informally from my co-workers every day.  Perhaps it is because I am a new teacher, but not new to my district, but I am comfortable asking for help and opinions of others.  I have asked the Spanish teacher across the hall how he plays vocabulary games with his students.  I have asked the Physics teacher how he keeps his kids engaged and interested.  I have shared my attempts at worksheets and tests with my mentor to see how I could improve on them.  I have asked students their opinion on an assignment we did in class and how I could make it better.  I would consider all of these interactions as informal learning experiences.  I am not sure how this knowledge could be codified or managed expect to say it has increased my peace of mind and has improved my skills as a new teacher.  I think those informal experiences will be handed down to others as my knowledge and experience grows.  I hope to one day be a mentor and share the knowledge I have gained and increase the peace of mind of another new teacher.

ETEC 561 Week 3 - Evaluation and Implementation

I searched the internet and found two other models, not discussed in the book. 

Lawrence Stenhouse’s research model was created in the 1970s and uses evaluation as part of curriculum development.  It features an ongoing cycle of curriculum adjustment based on formative evaluations.  This is considered a two person job in which the developer or teacher offers improvement ideas while the evaluator or student must determine the success of the learning.  This is a trial and error process, leading to continuous improvement through professional development and self-evaluation.  Students become responsible for their own learning and do not focus on objective-based curriculum.
Ralph Tyler’s objectives model is almost the complete opposite of Stenhouse’s model.  Tyler focused on planning and action in relation to a pre-selected set of objectives.  The methodology is not set but is determined by the standard determined by the objective.  In this method, focus is placed on formative evaluations.  In contrast to Stenhouse’s model evaluations focus only on lesson objectives and leaves no room for student involvement in evaluation of the lesson’s success.
I believe the purpose of all education (including curriculum development) should lead to mature, well-rounded learners.  Some skills are harder to evaluate than others.  A student’s ability to graph equations of lines is easily quantified, but their ability to make ethical decisions is harder to judge.  I feel responsible for helping students with both of these educational concerns.  I think instructional design evaluation should also address more obtuse goals, like values and problem-solving skills.  It would also be useful to know how much they learn is retained for a lifetime and how much is forgotten as soon as the class is finished.  How much of what they learn in your class is used for a lifetime?

If you work for a school district, you will no doubt be faced with the problem of being successful in the face of economic decline.  Money is always tight for school districts; budgets often get cut. Before being any type of training, I would choose to survey what technology is already being used (to determine what technology is available to work with) and what teachers already know (and what they do not know) so that I could evaluate what I have to work with and what I need to teach.  I would attempt to make the existing technology stretch as far as possible and encourage teachers would already do amazing things with it help train others in how they do things.  This would encourage others to mentor learning and teach new uses for technology using existing equipment.  I would choose to purchase new technology sparingly and only after being assured it will be fully utilized by the staff.  There is no reason to spend money on any materials that will not be used effectively.

Works Cited:

Hendricks, Cher C. "A Review of the Work of Lawrence Stenhouse: Questions, Ambiguities, and Possibilities." Teacher Research 12.1 (Fall 2002): 117-22. Eeranline.org. Web. 11 Sept. 2014. <http://www.eeraonline.org/journal/files/2002/JRE_2002_15_Hendricks.pdf>.

"EVOLUTION OF THE MODEL - Tyler Objective Curriculum Evaluation Model." EVOLUTION OF THE MODEL - Tyler Objective Curriculum Evaluation Model. N.p., n.d. Web. 11 Sept. 2014. <http://tylerobjectivemodel.weebly.com/evolution-of-the-model.html>.

ETEC 561 Week 2 - Theories and Models of Learning and Instruction

Epistemology is the study of how we learn and acquire new information.  Epistemology can be distinguished from instructional methods and theories because instructional methods and theories are created based on what we know of epistemology.  Instructional methods based on behavioral learning theory reinforces positive behavior and corrects negative behavior because it is centered on observed behavior.  In contrast, instructional methods based on cognitive information processing theory focuses on sensory, short-term, and long-term memories because it is believed new information can be stored for later recalled depending on how the information is received in the first place.  Clearly these two theories have differing ideas of epistemology and result in different concepts of the ideal instructional methods.  Learning theories lead to instructional methods and are designed to improve student outcomes based on how we believe students learn best.

I am a relativist.  I believe most assumptions of truth are based on the socio-economic factors by which we are effected.  Maybe it’s because I have been teaching Physics lately, but everything is relative.  I cannot think of an instance when my perspective conflicted with my instructor.  Perhaps this is a reflection of my relativist leanings.   When in Rome. . . .they say.  I have always been flexible when it comes to learning styles and have been able to learn effectively in many different environments and situations.  While I enjoy the convenience of online courses, I thoroughly enjoyed my time spent in an academic setting with fellow learners.  I realize not everyone learns well in every environment, but my educational background is incredibly varied and I think it helps me when it is my turn as the instructor.

Behaviorism focuses on behavioral outcomes and reinforcement.  Problem-solving from a behavioral approach would include breaking the problem in to smaller components with frequent checks for feedback so that correction could be given and learning could be evaluated.  Students would be guided (or corrected) to the problem’s solution and have no chance to stray too far from the anticipated path. 

Constructivism focuses on student-directed learning and higher order thinking skills with minimal instructional guidance.  This is accomplished through collaborative group work, consideration of realistic problems, and student reflection and responsibility for their own learning.  Problem-solving exercises, then, would allow students to work together to solve the problem as a whole using any and all means at their disposal.  The effectiveness of their solution would then be presented and peer-reviewed and re-worked as necessary to find the best outcome.

These different learning theories and instructional methods effect learning outcome based on teacher participation, student maturity and interest levels.  Certainly age plays an important part in the effectiveness of constructivism theory.  A mature student who is interested in science might spend all day exploring a physics lab on his own, but another student might become bored within minutes and be asleep shortly after being left to his own devices.  Student interest and the perceived value of the lesson is the primary motivation for learning in a constructivist environment. On the other hand, it could be argued the behaviorism method could teach anyone, anywhere, anything because it guides the student toward the intended goal and leaves little room for error.  Student motivation with behaviorism is positive teacher feedback and good grades.

ETEC561 Week 1 - Defining our Field

In my mind, educational technology means using technology to improve student learning.  This week we read many different definitions and observed the transformation of educational technology resulting from advances in educational tools and the world of technology.  A teacher one hundred years ago would have never imagined the way we engage and teach students now.  Each new day brings new ways to reach and inspire students.
I most readily identified with the AECT committee's 2008 definition of the field of educational technology.  "Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources." (p.4)
The textbook authors refer to educational technology as instructional design and technology.  I think this term is appropriate because it implies not only are we using technology to improve student learning, but we are doing it on purpose for a purpose.  We are designing instruction around technology to improve student learning.
After reading all the definitions of educational technology, I still like mine best.  Instructional media,  performance improvement, and systematic processes are all implied when saying we are going to do what is necessary to teach kids better by using technology.   A sixteen page definition of our field does not change what we do or why we do it.

I have created a NearPod lesson for my class on business ethics.  The purpose of the lesson is to teach students the definition and importance of business ethics and provide real-world examples of the type of ethical dilemmas they may encounter in the future.  The NearPod lesson begins with a classroom discussion on what ethics is and its definition as well as other terms to consider like morals and values.  The students are then given a scenario to read either together or on their own.  The NearPod then surveys students to see how each student would decide the ethical scenario given.  The results are shared with the class.  The presentation then presents three questions that should be considered when faced with an ethical dilemma and allows them to discuss the issue as a group to see if the three questions change their answer and if they can agree to an appropriate course of action.  The class is then surveyed again to see if the results have changed.  After the NearPod lesson, we will break in to groups of three or four and each group will be given their own ethical situation to consider.  They will decide how they should respond to the problem as a group and report a summary of their situation to the class along with why they decided the way they did.
Considering this lesson when looking at the six characteristics of instructional design I believe this is a well designed lesson:
  1.  The lesson is student centered because the NearPod lesson allows students to be involved, asks for their input and in no way forces a student to choose one solution over an other.  The student must simply be able to make an argument for their ethical decision to the class.
  2.  The lesson is goal oriented because the purpose of the lesson is clearly stated and focuses all aspects of the lesson on the goal of understanding and solving ethical challenges.
  3.  The lesson focuses on meaningful performance because there is no correct answer, just a justifiable answer.  Students are given real-life likely scenarios to consider and must be able to defend their answer to their peers.
  4.  The lesson should have measurable outcomes based on classroom discussion and meaningful answers to the scenarios given.  Will I be able to judge if a student will make an ethical decision in the future, given an actual ethical dilemma?  Unfortunately, no.  I can only hope they will remember the three questions and use them to their benefit.
  5.  The lesson is new and untried in my classroom.  I will definitely make changes to it as necessary to improve student outcomes.  I believe the lesson is self-correcting because students will be expected to justify their conclusions to the rest of their class.
  6.  The lesson incorporates group work and student accountability as students must agree to a solution and present the results to the class.  Any group that agrees they would do something illegal or unethical will have to justify that decision to the rest of the class.
Overall, I believe this lesson is an example of good instructional design and meets the recommended characteristics.  I will honestly have a better idea of how well this lesson reaches kids once I try it out, but I hope it is engaging and fun as well as something students will remember when faced with a difficult ethical decision in the future.
 
The definition of instructional media has certainly changed over the years.  If we look far enough back, there was a time when textbooks were advances in instructional media.  As electronics replace pens and paper, textbooks, chalkboards and classroom teachers seem to fade from prominence.  While none of our schools have traditional chalkboards anymore, we still use plenty to textbooks and printed materials.  I would also argue there is no better instructional media tool than a classroom teacher.  Nothing can evaluate, revise and redirect classroom instruction better than a teacher.  While many see the future of our field consisting of nothing but online instruction with computers and videos, I can not imagine a future without the human touch of a caring instructor who has facilitates and encourages student learning.


Work cited:
Reiser, Robert A., and John V. Dempsey. Trends and Issues in Instructional Design and Technology. Third ed. Boston ; Munich: Pearson, 2012. Print.

First Day of School

Today was the first day of school; boy, was it crazy!  I am scheduled to help out in the office (to train my PEIMS replacement) the first two periods of the day, but I ended up spending that time plus my conference period helping with schedule changes.  I also have six hours of graduate classes starting today.

The classes themselves went okay.  I know it will get easier and the one thing I worried about the most happened:  I ran out of stuff to talk about.  As a new teacher, I worry about pacing and how much stuff I can discuss or cover in a 45 minute period.  Add to that having to cover certain parts of the campus' student handbook (but only in certain classes) and I was off.  It doesn't help that I also teach three different things, so what took a while in one class, didn't even come up in another.  It wasn't awful and kids behaved, but I really want them to be busy bell to bell.  I have had several veteran teachers tell me that pacing will get easier in time.

Tomorrow I have a presentation prepared that I thought might take more than one day to cover, now I think it may not. . . .talk slow!

New School Year, New Job

Well, I passed my content exam in both Technology and Business Education.  I am now gearing up to teach in a few weeks.  It has been a crazy busy summer and I have gotten so much done, but I still feel like I could use another month to prepare.
I completed my certification course through University of Texas, Tyler this summer to teach Principles of Technology.  It was tough, mostly because it required the use of a well-outfitted lab to complete required lab set ups.  In the end, I travelled to Tyler and used their lab and it was worth it, since they had the exact lab equipment illustrated in the book and everything went very smoothly.
I am preparing to teach Principles of Technology as part of the Science department as well as Digital and Interactive Media and Web Technologies within the Technology department this year.  I have settled on a textbook and have a pretty good handle on the PofT course, but am still working on lesson plans for DIM and Web Tech.  There is no textbook and that complicates things. 
My biggest concern now is pacing.  While I know what I want to teach, as a new teacher, I do not know how long it will take me to cover each topic.  One day?  Three days?  How much time do you allot for student work in class?  How much time do you figure in for re-teaching or review?  I am guessing this is something that will work itself out with experience but I know I will be expected to turn in lesson plans nine weeks in advance.
Ready or not - here it comes!