Week 4: Trends & Issues in IDT

Trends and Issues in IDT

     1. Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues. 

 Business and Industry:
    Trends-
         "Business and industry continues to expand globally as the demand for employee training increases."
  With in the business world there has been a shift from just having a knowledgeable work force, to actually improving employee on-the-job performance. Business are looking closer at human performance results, and designing programs to fix the root causes of the problems that come up.
     Since corporations have expanded globally instructional designers are having to keep in mind that their training will be interpreted across many different cultures. The instructional designer needs to make sure to not step on any bodies toes by unknowingly offending some one, by what they say or do.
     The goal for most business's and various industries today is to be cost effective. They do this by cutting back on resources and people.

Issues-
     A major issue that is run across by business's is their time and resources. These companies can quickly discover that they lack the proper money or time to perform the instructional design activity to the magnitude that they want to. Due to the lack of funds and time the designer might have to start making adjustments to the original plan to stay on budget.

Military Education:
   Trends-
      Like in the business and industry world the military has become a globally wide force. Many different countries use and rely upon the same training mediums. For example many of our allies use training resources developed for and by the U.S.A military.
     Since many different cultures could be using our training materials, the instructional designer again needs to be aware of how they are coming across to cultures other than our own.
     Another trend faced in the military training field is the constant update of technology. New advancements are made daily in the field of technology. These advancements cross over into other fields. For example: GPS, the internet E.T.C.

Issues-
  Like in business the military runs into problems with funding. The military has to think on how to best use the money that they have available. The instructional designer needs to be able to know how to effectively balance the use of both low and high tech training methods staying within budget.
   An instructional designer has to take into account that training takes place in several different locations, not always being a stable classroom. Their training needs to be mobile and on the go for the various service men and women receiving the training.
    The last issue that stood out to me that I want to call attention to is long range-planning. When planes or ships are designed, prototyped and ordered the technology has already changed from the original plans.
   Due to this the instructional designer needs to be able to take into account that the technology will be changing and needs to be able to evolve and grow to meet the new technological needs.

Health Care:
  Trends-
      A continuing trend that had been present in the other two examples given has been advancements in technology. My mother is in the nursing field and has expressed that the medical field is converting everything over to become electronic verses paper based.
  Data basses and libraries have also become online or electronic as opposed to the old fashioned hard book libraries.
  Cost effectiveness has led to the medical industry moving towards doing more with less people. This has been done by giving one person more than one title or job responsibility. They have also cut jobs and staff.

 Issues-
    Due to the high cost of health care our current system may not be sustainable in the future. The health care industry is the most costly of all the examples given.
   Regulations, standards, and license effect education and training in the medical field, because they dictate what has to be learned. The medical field is highly regulated. Employees have to stay up to date on current practices used in their area of expertise. They also have to keep up their licences and certifications up to date.
     "The subject matter taught, the skills learned, and the techniques and technologies employed can have life-threatening consequences."
   In the medical educational training filed you really can not make errors. Since learning is a life or death matter evaluation and research are a constant part of the medical educational training programs. The medical schools and hospitals are constantly being watched and evaluated on what they are doing.

Then explain how they are similar or different from the IDT trends and issues in the context in which you work. 
   As with the other contexts discussed, budget is always an issue in a school system. There are only so many resources and many needs that have to be met. Which can translate to less teachers, materials, or less technology. At my campus we have very outdated equipment when it comes to technology. We are also always running low on our textbooks and consumables. We have little to no supplies when it comes to our classrooms. I have dipped into my own pocket too many times to count to supplement my classroom supplies.
 

2.  Chapters in Section VI discuss global trends and issues in IDT.  As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning.  How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many?  Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues?  Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not? 

     The world has gotten smaller.  We have to participate and survive in a global economy. There is more competition for jobs and the jobs available require more complex skills. Reading about the boy in the Congo who had very limited access to the internet made me think about how unlevel the playing field is.  I think about my students “in the hood” who come to school at age five already behind, not knowing some of the most basic things. There are so many things they have not been and will not be exposed to because of the impoverished and often unstable homes they come from.  Increased IDT could change the lives of some of these children by being used to reinforce lessons taught in the classroom.  More importantly, their horizon can be broadened by the internet by having access to knowledge they might otherwise not receive.

   Skills needed for the 21^st century include:

Core subjects

Twenty lst century content:  global awareness, financial, economic & business skills

Learning & thinking skills-  critical thinking, problem solving, communication skills

Information & Communication technology literacy

Life skills:  such as leadership, accountability, personal responsibility

My knowledge base is pre-k through lst grade; but, I can see where our curriculum does touch on all of these categories.  I think our curriculum can be enhanced by incorporating more technology.

   The author cited the social & economic problem of Europe: aging population, decline in birth rate, education, training & employment.  I seems to be the same problems we face here.  We also have some of the same issues with multi cultures and language barriers.

   A good IDT program can help prepare our next generation for the future.  The UK has embraced “connectivism”, which is networking people,  information and machines through the world wide web.  Teachers connect with learners and fellow teachers.  The whole system connects with information and learning stimuli that reside in the learning institution or organization.  The author cited a problem that it might cause some to think learning is always a social and collaborative event.  I think connectivism can be useful in the US.  It is good to have the various interactions between teacher/teacher, teacher/student. 

   Korea has set national e-learning policies and provided adequate budget to implement them.  Teachers and principals are expected to continually receive training in ICT skills, e-learning development, and online collaboration, IDT,& knowledge community building.  Although we receive sporadic training here, it could only make us better teachers to also improve and develop our ICT, IDT skill as they do in Korea.

   I did not think the Japanese use of IT in school had as much that we could draw from.  There are no set standards for keeping up training or demands of how much IT should be utilized in a class.  So, teachers in Japan who like IT may become skilled and use it.  Teachers who don’t like it may not use it.

  I work in a school where we share sizzors and crayons because the parents don’t send school supplies to school.  I would imagine very few of these students have a computer in their home.  And yet, our world is run on computers now.  It’s how we communicate and how we pay our bills.  IT should be incorporated into our curriculum as much as possible.  Can our education system provide the skills to solve our complex problems?  Personally, I think life as most of us know it is unsustainable in the future and maybe that all the king’s horses and all the king’s men cannot put it back together again.

Week 3: Evaluating Programs & Human Performance

Week 3: Evaluating Programs & Human Performance

1. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

    The Professional Development and Appraisal System or P.D.A.S. is an evaluation method used by most school districts in the state of Texas.
     All classroom teachers are required to be appraised on the basis of classroom teaching performance.
     There are 8 domains in the PDAS system that evaluators use to evaluate the classroom teacher. They are as follows:
   Domain 1: Active, Successful student participation in the learning process.
   Domain 2: Learner centered instruction.
   Domain 3: Evaluation and feedback on student progress.
   Domain 4: Management of student discipline, instructional strategies, time, and materials.
   Domain 5: Professional communication.
   Domain 6: Professional development.
   Domain 7: Compliance with policies, operating procedures, and requirements.
   Domain 8: Improvement of academic performance of all students of the campus.  

   As a first year classroom teacher last year, I became very familiar with the PDAS evaluation model. I attended several training sessions to help me better understand this evaluation method. At these training sessions I received several checklists to use while teaching and lesson planning, to determine if I was meeting all the requirements under each domain.
   I would use the checklists to reflects upon my lessons taught and see how they measured up. Then I would make a game plan on what areas I needed to improve upon.

Here are a few links if you wanted more information on PDAS
https://www.atpe.org/protection/YourDistrictAndYou/appraisals.asp
http://hr.conroeisd.net/PDASFAQ.pdf
http://www.iisd1.org/iisd_forms/pdas_evaluation_form_sample.htm

Another evaluation model I have come into contact with is the Marzono Teacher Evaluation Model.
    This model identifies a set of practices related to improvement in student performance. There are four domains that are identified in this evaluation model. They are listed below:
Domain 1- Classroom strategies and behaviors.
Domain 2- Planning and preparing.
Domain 3- Reflecting on teaching.
Domain 4- Collegiality and professionalism.
Here is a link to a great chart better explaining this evaluation methods domains
http://www.marzanoevaluation.com/evaluation/four_domains/

 One aspect of this evaluation method that I have come to like is that each domain builds upon the previous one. When I came to Dallas ISD I was introduced to this evaluation model. I implemented it into my lesson planning and teaching. There were charts, tables, etc. provided to me to post in my classroom to help me check if I was meeting the four domains.
   I use both of the evaluation methods I have given in my daily teaching and lesson planning style. I use tools given in both methods to reflect upon my lessons delivered. I evaluate myself and my teaching, then determine what improvements need to be made.

2.) Should Return of Investment and management of resources also be considered in evaluations of instructional Programs? What other measures should/could be considered?

   I guess I have never really thought of Return of Investment and management of resources in regards to evaluation of instructional programs.
   Starting with ROI, I have always thought of this applying more in the business world not the educational setting. However, from reading chapter 11 on ROI, I realize that I need to change my outlook to include the educational setting.
  In the chapter it discussed that by using ROI, you ensure that monetary resources are put to the best use. That through collection of data during and after project implementation adjustments can be made for future implementations.
   ROI can be used in the educational setting on projects to help us determine when a project is not proceeding as we want, what we can do to make the project successful.
   And when things are progressing well what we can do to make them even better and more successful. 
   Next I will talk about management of resources. In chapter 13 it defines resources as:
1. People (those who plan, develop, and or deliver training.)
2. Time (the period needed to complete a training project.)
3. Money (capital available to invest in training.)
   It then goes on to say that " thought needs to be given on how to invest resources effectively."
   Having never really thought of management of resources when it came to the educational setting, I see now that it is extremely beneficial to the school setting to make sure we are correctly managing our resources.
   We need to evaluate if we are using our resources to the best of our abilities. Are we spending our money appropriately, our we managing our time and people effectively. We need to closely examine how, and when we manage our resources, and continually re-evaluate it effectiveness.

 3. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. Would better performance support systems, knowledge management systems, or opportunities for informal learning solve the problem?

   A performance problem I have noticed at my school is our extremely low scores on standardized tests. I know that the low scores have a lot to do with the demographics of our school population. The area we work in is extremely stressful for our teachers. I also know that a majority of our children move around a lot and rarely stay at one school for their entire elementary school career. Clearly there are numerous problems when it comes to our low test scores.
   Having never taught a STARR grade, I don't think I am the best equipped on how to solve this problem. From reading the last three chapters, I think that performance support systems, knowledge management systems, and opportunities for informal learning would all be effective in working to solve the problem of low test scores.


   

Week 2: Theories & Models of Learning & Instruction

1.) Epistemology(the study of what and how we come to know) is discussed in multiple chapters in this section.











   Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemology or underlying beliefs about ways of knowing?

    I had a difficult time understanding epistemology. I had no idea what epistemology was and even though I read the chapters in this section, I still needed clarification. I did a little research on the Internet and came to this understanding that epistemology is what we know and how we come to know it. It is a branch of philosophy and we are applying these philosophical principles to instructional methods. As stated in our weekly reflection cues,
    Epistemology can be divided into three stances, positivist, relativist and contextualist: Positivist believe 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.
    In the early 20th century, the behavioral theory developed by Skinner was prominent. In this theory learning happens when either new behavior or changes in behavior are acquired secondary to the students response to stimuli (motivation or correction)
   Cognitive information processing theory developed in the mid. 20th century by George Miller. Learning is a change in knowledge stored in memory. While behavioral theory is external based, cognitive information processing is internally based. The theory is that short term memory can only hold a small amount of meaningful information, and that the brain is like a computer, taking in, processing, storing, and retrieving information.
   In the late 20th century constructivist gained prominence. These theories which include generative learning, discovery learning and situated learning came from cognitive and developmental psychology and anthropology. In this theory learning is achieved primarily by problem solving when students construct new ideas based on their prior knowledge and experiences.

2.) 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 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.

    I think back to a time when a teacher was pretty much presenting the theory of evolution, as hard fact or objective truth. This goes against my beliefs as a Christian, so I have pondered if perhaps I am a Relativist, that my knowledge is subjective to my particular frame of reference. While, my Christian world view does form my beliefs, I still think there are absolute truths. I have read books about refuting the theory of evolution, that backs their points of view with scientific evidence as well; so, therefore, I probably tend to be a Positivist. I think acquiring knowledge is acquiring power. So objective truth is important to me. As a teacher I find utilizing behavioral principles very effective in teaching my kindergarten students, so this also identifies me as a Positivist.
 
3.) Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

     In the behavioral method, a problem would be solved by stating objectives and breaking it into steps. Hints and consequences could be used to obtain the desired behavior. This is a very concrete approach. As a teacher of the lower elementary grades, I know that the behaviorist approach works very well with young children, because they are very concrete thinkers. They respond better to instant positive and negative reinforcement. I know from personal teaching experiences that I use several different methods for instant positive and negative reinforcement in my teaching style. (example, stickers, candy, proximity)
    In the constructivist method realistic problems are presented to solve. This method works well as a team effort among students.  I think that the constructivist approach works better in the upper grades, who are no longer concrete but abstract thinkers.
While teaching I would also try to make my student independent thinkers that are self-sufficient working the problems out independently. I used a lot of group work and peer tutoring during my lessons last year, to help my students arrive at the desired answers independently.
     I think that perhaps under the constructivist method the student is required to have more self motivation than in the behavioral method, because the motivation is more internal than external as in the behavioral method. In the behavioral method you are constantly on the kids guiding them where you want them to go, offering up rewards along the way.
    At the end of the day you need to examine your teaching style and evaluate what is best for your students, at that point in time. Your students are going to grow and change in their learning and thinking, you may need to throw a lesson plan out right in the middle of teaching, and change it to suit your students needs at that exact moment. As teachers we constantly need to be reflecting on what is effective and what needs to be altered or changed, to better suit our needs as teachers and the needs of our students.


                             Question of the day?
 A dyslexic agnostic stayed awake all night, trying to determine if dog was real?  Do you think he was a Positivist, Relativist, or a Contextualist?

  Week 1: Defining the Field

         1.) How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  
                 
              I have discovered that my former definition of educational technology, has proven to be outdated. I used to share in the early definitions mentioned in the book where technology was looked at as more of a tool to enhance learning. I did not think to look at teaching technology as a process, just like when using a lesson cycle to help improve instruction.

What experiences or other influences have shaped your definition?

           I guess that coming from being a classroom teacher, that I have been taught to look at technology as a way to enhance my teaching, not as a way to teach the students how to properly use technology. I never thought to look at implementing technology lessons into my daily teaching routine. Students need to have daily experiences with new and changing technology, especially in a technology driven society that we live in today. I personally have come into contact with many different forms of technology. I have used the following: smart boards, Elmos, flip cameras, dance mats, class pads, Ipad, nooks,and kindles to name a few.

How has your definition changed from examining the definitions in the first chapter of this book?

     Through reading chapter 1, I now see that my definition needs to change to encompass the whole learning process when it comes to teaching technology. I understand that I need to look at educational technology from the start of the lesson cycle, by designing and implementing the technology processes into my lesson plans. That instead of just giving the children the technological tools to use, to actually make sure I teach them about those tools. I need to check each students progress towards master of the correct an proper use of technology.

Chapter 2
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?

Last year I developed a 1st grade science lesson plan on reviewing the characteristics of a gold fish. I tried to think outside of the box for a way to bring the lesson alive for my students. I did not just want my kids to fill in digraphs, and memorize the information from a text book. I brought up a video on how to make origami fish out of little slips of paper. I then walked my students through making their fish.
  Next, I had several students tell me true and false facts about the characteristics of a gold fish. I then had the students write these facts onto the origami gold fish. We placed paper clips onto the gold fishes heads. I then brought out my home made fishing poles with magnets on the ends of the fishing line.
  Next my kids threw all their fish into the pond. The students took turns coming forward and going fishing. I had previously placed two boxes at the front of the room. One labeled true facts, the other false facts. While fishing, when the kids caught a fish they had to determine if the facts written on the fish were true or false and place them into the corresponding box. After all the fish were caught we reviewed the facts as a whole group.
   My lesson did fulfill most of the characteristics of instructional design. I followed a lesson cycle and blooms taxonomy to help me develop and teach my lesson.
   My lesson was student centered, because it was hands on and it engaged the students.  Next my lesson was goal oriented by providing the facts needed to pass the end of year science test. I made my lesson meaningful by bringing the material alive for the kids, instead of the children just memorizing answers through a book. I know that my lesson was both measurable and reliable; because the kids immediately quizzed each other on the facts, and the students took a science exam over the material. I feel that from previous answers given that I have shown my lesson was empirical, interactive and self-correcting.
   However, my lesson failed to adhere to one of the six characteristics of instructional design. I designed the science lesson by myself not using a team or more resources.

How would you redesign it to better adhere to the six characteristics.
   Looking back at my lesson now after having read chapter 2. I now see that by planning this lesson with a team, that I would have benefited from the different skill sets of a variety of individuals. It would have greatly helped me to have more sets of eyes to develop the lesson. I also now realize that I needed to incorporate more technology, and technology lesson planning into my future lesson plans. My students would have better benefited from a more technology rich lesson. It would have met the different learning styles and engaged the student's minds.

Chapter 3
3) In the 3rd chapter, Reiser distinguished instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?
   Per the definition from the book I can see how an instructor can be considered instructional media. For example, a teacher can use body language and gestures, voice tone and voice level, and inflection to get the point across during the lesson. They can come to school dressed in costume relevant to the subject matter of the lesson.
   However, I can see the other side of the argument that teachers are not considered instructional media. Based on my personal beliefs, I do not see an instructor as a form of instructional media, because to me media implies technology. When I hear the word media that makes me think of, chalkboards, C.D.'s , computers, smart boards, etc. I think of the teacher more as of just an oracle way to express the material.
   The best learning environment would be where you incorporate both Instructional design and Instructional media into your lesson planning. In my eyes both of these fields are so similarly related, you just need to look at what your students specifically need.
    For example, if I were the physical education teacher, and I was trying to teach my students how to do a jumping jack. I could go old school and show them with my body movements, or I could develop a slide show or video to show them how to complete a jumping jack. When I am sitting down to plan the lesson I need to look at both methods and decide which method would be most effective for my students needs.