Category Archives: 1.1 Instructional Systems Design

EDTECH541 – Final Reflections and Self-Evaluation

Part 1: EDTECH 541 Final Reflection

Although this is only my second semester in the EDTECH program, this has probably been my favorite class so far.  It has given me the opportunity to explore and learn about the vast number of resources available to educators.  I’ve read and heard about many of the resources but have not taken the time to delve into many of them.  This course finally forced me to try things like creating a wiki, social bookmarking, screencasting, collaboration, and multimedia presentations and applying them to classroom curriculum.

I am thankful for the opportunity to have learned about using Web 2.0 tools to promote 21st century learning skills.  I’m beginning to truly grasp their importance and most of all the importance of sharing this concept with my colleagues, most of whom, like myself, have not understood the role technology must take in education. 

Initially, I came at this course as a Computer/Technology teacher, attempting to integrate classroom curriculum into my technology lessons, the opposite of what was being asked of me.  Through practice and discussion with Dr. Gerstein I have now come to the understanding of what it means to integrate technology into the classroom.  Going into the new school year I will work at finding ways to integrate technology into the classroom curriculum and will strive to work with classroom teachers to share my newly formed knowledge in how to effectively integrate technology into their teaching.

As I look back through the course and reflect on the AECT Standards, I realize how much this course has impacted my ambition of mastering many of the AECT Standards.  The following standards have been met through the EDTECH541 coursework.

Standard 1 Design:

Each of the projects this semester involved an aspect of design.  In order to maintain maximum effectiveness and efficiency of technology integration I had to consider the characteristics of my learners along with the objectives of the instruction.  This information was then used to plan activities that engaged and motivated learners.

Each of the projects this semester involved an aspect of design.  In order to maintain maximum effectiveness and efficiency of technology integration I had to consider the characteristics of my learners along with the objectives of the instruction.  This information was then used to plan activities that engaged and motivated learners.

Standard 2 Development:

The nature of this course required the development of materials using each of the technologies in standard 2.  From the creation of worksheets and how to guides, to the use of Web 2.0 tools to create screencasts, podcasts, and interactive presentations, each of the 4 areas of development were achieved.

Standard 3 Utilization:

With so many resources available and new ones coming available every day, it was vital that I evaluated material before using it in instruction.  Throughout the course I have made decisions about which tools and forms of technology best fit the learning situation.  I have compiled a list of useful resources I have found over the duration of the course and plan to use them with students and share them with colleagues.

AECT Standards

Standard 1: DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

1.1 Instructional Systems Design (ISD)

Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.

1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.

1.1.2 Designing: process of specifying how it is to be learned.

1.1.3 Developing: process of authoring and producing the instructional materials.

1.1.4 Implementing: actually using the materials and strategies in context.

1.2 Message Design

Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception, and retention which are intended to communicate with the learner. This sub-domain is specific to both the medium selected and the learning task.

1.3 Instructional Strategies

In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.

1.4 Learner Characteristics

Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.

Standard 2: DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Print Technologies

Print technologies include verbal text materials and visual materials; namely, text, graphic and photographic representation and reproduction. Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials.

2.2 Audiovisual Technologies

Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.

2.3 Computer-Based Technologies

Computer-based technologies represent electronically stored information in the form of digital data. Examples include computer-based instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access.

2.4 Integrated Technologies

Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web.

Standard 3: UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

3.1 Media Utilization

Utilization is the decision-making process of implementation based on instructional design specifications.

3.2 Diffusion of Innovations

With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.

This course coincides with Boise States Department of Educational Technology mission and the College of Education’s conceptual framework.

 

Part 2: Assess Performance

Content

Proficient: 85 points

I feel my responses were thoughtful with connections to my thoughts and experiences.  I do not consider myself good at elaboration, interpretation and analysis so some of my comments may be considered somewhat brief and superficial.

Readings and Resources

Proficient-Basic: 25 points

This is probably the area I struggled with most.  I feel like I used knowledge and information from the course readings to form a basis for my comments and I referred to this indirectly but very seldom recall quoting and citing texts directly within my responses.

Timeliness

Outstanding: 25 points

My responses were made in as timely a manner as possible.  I tried to respond early to my classmates and attempted to select those with few previous comments.  This was not always possible as one had to wait for initial postings.

Response to Other Students

Proficient: 25 points

I believe that I made the required postings for all the assignments with the exception of one.  I was out of town for a week and looked over the requirement and failed to make comments. The responses I did make were of sufficient detail to address and respond to the post.

 Total: 160 points

Challenges in Using Technology in Schools

The precursor to this assignment, the 2012 Horizon Report K-12, excites me about the future of education.  If only we didn’t have to endure all the growing pains and oppositions to change.

I am currently a K-5 computer/technology teacher so I chose to look into the challenge of teaching digital media literacy skills. Many are under the impression that using technology in the classroom is enough to prepare students with the skills and knowledge they will need in their future.  Research shows that educators need to “teach about media and technology” rather than with it (Hobbs, 2010). I feel I am guilty of this and I know that very few if any of the elementary teachers in my district are instructing about using technology. With so much available on the internet and the ability for anyone to publish information and content, its vital to teach students to think critically about how they use digital media.

Through this assignment, I am now more aware of my responsibility to prepare my students about media and technology, not just how to use it.  I want to teach my students how to think critically and to ask questions about what they consume and to be responsible and respectful in what they create.

Buckingham, D. (2009). The future of media literacy in the digital age: some challenges for policy and practice. Euromeduc, Media Literacy in Europe: Controversies, Challenges and Perspectives, Bruxelas, Euromeduc, 13-24.

Martens, H. (2010). Evaluating media literacy education: Concepts, theories and future directions. The Journal of Media Literacy Education, 2(1).

Hobbs, R. (2010). Digital and media literacy: A plan of action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy. http://www. knightcomm. org/digitaland-media-literacy-a-plan-of-action.

(I’m still having trouble publishing to YouTube.  I’ve also tried to use the embed feature from xtranormal but that didn’t work either.  For now, here is a link to my animation.)

http://www.xtranormal.com/watch/14279722/challenges-in-technology

Additional Artifact 1 – Minecraft Club (#3)

WOW!!!  As I talked to each of the classes I was overwhelmed by the excitement and desire of so many students to participate.  This is going to make the selection process very difficult because it will leave so many disappointed students.  I’ve taken many things into consideration when selecting students for the group because I wanted a good mix of students, so I was careful when choosing.

This weekend I am going to finalize the selections and do my final revisions on the parent letter.  I’m awaiting the codes from TeacherGaming LLC so I can play the game myself and learn a bit more.  I’m already prepared for some students knowing much more than I do, but that should promote a good learning environment.

Additional Artifact 1 – Minecraft Club

As mentioned before, upon returning from the Ohio Educational Technology Conference, where I heard and saw many sessions about games and learning, I came home fired up and ready to find ways to apply this research in my school.  I soon realized how difficult this would be considering the current staff.  I continued to research the idea anyway and came across the game Minecraft.

Now, I’d heard of the game before, but never tried it. After reading about the game and its educational values I decided to try the game myself.  As I played the game I knew I had to figure out a way to get this into the school.  I put together an informal request to the principal pointing out the value of the game and the idea of starting an after school club and asking if there was money available to make a purchase or if she had any ideas of where I could go to make a request.  I got the response from her saying that the club sounded like a great idea and that the money was available so I could just fill out the requisition.  I put together the requisition and placed the order for 25 licenses plus the MinecraftEdu custom mod through minecraftedu.com  on Tuesday and I’m currently waiting for account codes.

Research in Educational Technology

Although this assignment took considerably more time than the previous ones I found it useful in getting back into the mindset of an active researcher/learner. Having been out of school for only a few years I couldn’t believe I had forgotten as much as I did about researching and citing sources. It was good to get back into the swing of locating scholarly research and learning about the many fresh new ways to do so with the advances in technology and the number of publications now found online.

In order to stay relevant to my students and in today’s society and in order to prepare my students for the 21st century I must stay current on today’s technology, educational and otherwise. Growing up a “gamer” and still enjoying a good video game, this research intrigues me. Despite some gray areas such as what to do about topics needing covered for the current format of standardization tests, I see great potential in video games leading to deeper, student centered learning, while promoting many of the skills contributing to their future success.

Finally, throughout my journey in this course I’ve found and subscribed to many useful resources, of which I can now add Google Scholar email alerts. Now, if I only had time to read even a small portion of these!

Link to Wentworth C – Annotated Bib