Currently being in the field of education, I foresee myself remaining in an educational setting once I have completed this program. For the time being, I hope to remain in a classroom setting, rather than taking a position as an IT Facilitator. Who knows if I will feel this way in a year or even a week though. Even if I remain in the classroom, the knowledge I gain from this experience will help me become not only a better teacher, but also a resource and inspiration to my peers. I hope to stay hungry for knowledge in changes in the field of IT, as well as implementing all that I have learned. I hope to become an example of how to integrate technology into my instruction.
If I do decide to leave the classroom setting, I would like to be a Technology Facilitator at an elementary school. I would enjoy working with teachers interested in implementing technology into their instruction, and helping them find the resources necessary to do this successfully and assist with the planning of their instruction. I would also enjoy learning about the new gadgets out there that could improve instruction.
Saturday, November 15, 2008
Sunday, November 2, 2008
Instructional Media and Instructional Methods
I guess you could say I am interested in media formats in general. The ones that interest me the most are the ones I feel I can effectively use with elementary aged kids-since that is who I work with.
Some of the instructional media devices that I use on a regular basis are computers, internet, and a Smart board. I have 3 student computers and one teacher computer in my classroom. I also have access to a computer lab and a laptop cart with 24 laptops computers. Instructionally, I use the computers for word processing, power point, Internet research, and as a resource-among other things. As part of a recent unit on roller coasters, I had the students use the laptops to research the history of roller coasters and their design. I also had them go to two different websites where they could construct a virtual roller coaster. This lesson was an example of both demonstration and discovery learning. The students could create their own coaster and discover what ideas to would most likely work, and which ones wouldn’t when building their own roller coasters. I have found that having the students do the online exploration makes their actual coaster designing much more successful.
I also have a Smart board that I use regularly for different things. A few of the things I use it for are lecture and demonstration. I often present my notes via the Smart board. I prefer this method of note-taking because the notes are neat, I can use graphics, and if a student is absent, I can quickly print them a copy of the notes with any afterthoughts we added during the lesson. I can also use the Smart board for demonstration since I can navigate through websites freely and show videos from a number of sources.
There are a number of instructional media devices I have not tired yet, but look forward to using. Our school’s IT is currently doing training on Photostory, a program where students can create mini movies. I would love to have students present research in this form rather than just the paper pencil method. I also hope to start using wikis. I think they could be a great way for students to group work and peer teaching by discussing novels they are reading. Another media device I look forward to using for individualized instruction is a form of Ebooks that our school has purchased. These are hand held devices-similar to an iPods-where students can listen to books read aloud. This will be a great resource for my students trying to learn to English language, or students reading below grade level.
I am sure there are many more devices out there, and I look forward to advances in future instructional media devices that will add to my instructional methods.
Some of the instructional media devices that I use on a regular basis are computers, internet, and a Smart board. I have 3 student computers and one teacher computer in my classroom. I also have access to a computer lab and a laptop cart with 24 laptops computers. Instructionally, I use the computers for word processing, power point, Internet research, and as a resource-among other things. As part of a recent unit on roller coasters, I had the students use the laptops to research the history of roller coasters and their design. I also had them go to two different websites where they could construct a virtual roller coaster. This lesson was an example of both demonstration and discovery learning. The students could create their own coaster and discover what ideas to would most likely work, and which ones wouldn’t when building their own roller coasters. I have found that having the students do the online exploration makes their actual coaster designing much more successful.
I also have a Smart board that I use regularly for different things. A few of the things I use it for are lecture and demonstration. I often present my notes via the Smart board. I prefer this method of note-taking because the notes are neat, I can use graphics, and if a student is absent, I can quickly print them a copy of the notes with any afterthoughts we added during the lesson. I can also use the Smart board for demonstration since I can navigate through websites freely and show videos from a number of sources.
There are a number of instructional media devices I have not tired yet, but look forward to using. Our school’s IT is currently doing training on Photostory, a program where students can create mini movies. I would love to have students present research in this form rather than just the paper pencil method. I also hope to start using wikis. I think they could be a great way for students to group work and peer teaching by discussing novels they are reading. Another media device I look forward to using for individualized instruction is a form of Ebooks that our school has purchased. These are hand held devices-similar to an iPods-where students can listen to books read aloud. This will be a great resource for my students trying to learn to English language, or students reading below grade level.
I am sure there are many more devices out there, and I look forward to advances in future instructional media devices that will add to my instructional methods.
Sunday, October 19, 2008
ISD Model
I feel that the ISD model can be a very effective way to design and reflect on your instruction. I think it is a very complete model that outlines the steps someone should go through when planning instruction.
People often leave out the “Analysis” phase of their planning. This is unfortunate because it is important to think about why you are planning the things you are, and to really look at who you are planning them for. If you follow the ISD model you are forced to look at the learners’ needs, content you are basing the instruction on, the task the learners will be performing, and the resources available for these task. All of which are very important.
I think the “Instructional Methods” section of the ISD model can be a good way to expand your instruction and keep it interesting. This section of the ISD model gives a number of methods of instruction like: demonstration, discussion, instructional games, and discovery learning. I feel it is important to engage learners in a number of ways- and this model allows for that.
I also like the “Formative Evaluation” section of the ISD model. As discussed in many of the Discussion Board threads, most of us do this unconsciously. Sometimes it may be so unconscious, that we really aren’t thinking about it enough. I think it is essential that one reflects on their instruction and looks for ways to improve learning. This portion of the ISD model encourages you to do that.
In my own teaching, I feel I do need to be more conscious of my formative evaluation and focusing on my objective. It is important to think about what your learning goal is and to ask yourself if the task you are engaging the learners in really accomplishes that goal. I need to ask myself that question more often. I believe I do utilize other aspects of the Analysis phase on a regular basis. For example, my team does pretest on each math objective we are preparing to teach, and we adjust our teaching based on the pre-test results.
For the Design Phase, I base my lessons on the NCSCOS and try to incorporate a variety of methods of instruction. How I plan instruction using a variety of instructional methods can be seen in a science lesson I recently did on Simple Machines. For this lesson we read about the six simple machines, discussed them, went on a scavenger hunt around the school looking for examples of simple machines, participated in an online game where students found simple machines in different rooms and learned how they worked, and played a matching game on the Smartboard. I could see the concepts “clicking” for different students in the different activities. By using a variety of methods for teaching about simple machines, I was able to help more learners understand the concept.
In the same science lesson, I used formative evaluation last year to improve my lesson this year. I found that the scavenger hunt was a little chaotic and unfocused when the whole class went on the hunt together. This year, I asked my assistant to help with the lesson and she took half of the class while I took the other. I found that separating the class allowed the students to focus more on the task of finding simple machines in real life. Last year, I also had the students play the simple machines online game together on a Smartboard. I found that not many of the students were engaged in the lesson (typically only the few getting to touch the Smartboad at any given moment were engaged). So this year, I checked out the laptop cart, and students were allowed to navigate through the game at their own pace. By walking around and watching them, I could check for each student’s understanding of simple machines.
As a teacher in a public school, summative evaluation is always present. I find that it is a great way to see changes that may need to be made in instruction. If I find all students are missing questions on a test on the same topic, I know I need to improve my instruction of that topic.
Overall, I find the ISD model to be a wonderful reference for someone wanting to get the most out of their instructional design. It is a great way to organize and reflect on what you are doing.
People often leave out the “Analysis” phase of their planning. This is unfortunate because it is important to think about why you are planning the things you are, and to really look at who you are planning them for. If you follow the ISD model you are forced to look at the learners’ needs, content you are basing the instruction on, the task the learners will be performing, and the resources available for these task. All of which are very important.
I think the “Instructional Methods” section of the ISD model can be a good way to expand your instruction and keep it interesting. This section of the ISD model gives a number of methods of instruction like: demonstration, discussion, instructional games, and discovery learning. I feel it is important to engage learners in a number of ways- and this model allows for that.
I also like the “Formative Evaluation” section of the ISD model. As discussed in many of the Discussion Board threads, most of us do this unconsciously. Sometimes it may be so unconscious, that we really aren’t thinking about it enough. I think it is essential that one reflects on their instruction and looks for ways to improve learning. This portion of the ISD model encourages you to do that.
In my own teaching, I feel I do need to be more conscious of my formative evaluation and focusing on my objective. It is important to think about what your learning goal is and to ask yourself if the task you are engaging the learners in really accomplishes that goal. I need to ask myself that question more often. I believe I do utilize other aspects of the Analysis phase on a regular basis. For example, my team does pretest on each math objective we are preparing to teach, and we adjust our teaching based on the pre-test results.
For the Design Phase, I base my lessons on the NCSCOS and try to incorporate a variety of methods of instruction. How I plan instruction using a variety of instructional methods can be seen in a science lesson I recently did on Simple Machines. For this lesson we read about the six simple machines, discussed them, went on a scavenger hunt around the school looking for examples of simple machines, participated in an online game where students found simple machines in different rooms and learned how they worked, and played a matching game on the Smartboard. I could see the concepts “clicking” for different students in the different activities. By using a variety of methods for teaching about simple machines, I was able to help more learners understand the concept.
In the same science lesson, I used formative evaluation last year to improve my lesson this year. I found that the scavenger hunt was a little chaotic and unfocused when the whole class went on the hunt together. This year, I asked my assistant to help with the lesson and she took half of the class while I took the other. I found that separating the class allowed the students to focus more on the task of finding simple machines in real life. Last year, I also had the students play the simple machines online game together on a Smartboard. I found that not many of the students were engaged in the lesson (typically only the few getting to touch the Smartboad at any given moment were engaged). So this year, I checked out the laptop cart, and students were allowed to navigate through the game at their own pace. By walking around and watching them, I could check for each student’s understanding of simple machines.
As a teacher in a public school, summative evaluation is always present. I find that it is a great way to see changes that may need to be made in instruction. If I find all students are missing questions on a test on the same topic, I know I need to improve my instruction of that topic.
Overall, I find the ISD model to be a wonderful reference for someone wanting to get the most out of their instructional design. It is a great way to organize and reflect on what you are doing.
Sunday, October 5, 2008
How do people learn?
From my experience as a teacher, I find it extremely difficult to narrow down the ways people learn to one method or theory. Even as we are creating our lesson in the Discussion Board I find myself thinking “How can I alter this activity to meet the needs of all of my students?” (differentiation). I think there is something useful in most of the theories, but ultimately feel you need a combination of more than one theory to really meet the needs of all learners. I also feel that the theories are more interconnected than they may appear.
From my introduction, it seems I support aspects of Behaviorism (like the later years which proposed the idea that lessons should not be planned for “whole class” instruction); however my view would also be tied to Gardner’s Multiple Intelligences since I feel people learn in different ways.
I also agree with Cognitivism in the sense that interaction between the learner and the environment are important to learning. I use this concept a lot in Science. I try not to just tell students the information I want them to know-but have them interact with the concepts as well. In my Force and Motion unit, we discuss gravity, velocity, friction, etc. As part of the unit, I have the students create a “roller coaster” –we use pipe insulation and marbles-They have to find a way to use what they have learned to find a way to make the marble stay on the track but still have a “fun factor” in their coaster design. Some students seem to learn more from my direct instruction of the concepts, others seem to learn more from “getting their hands dirty” and testing the concepts on their own. This also goes right along with the Dual Coding Theory of Cognitivism that states, “Students learn more effectively with more than one source of information.” (Dr. Sugar’s lesson on Behavior Theories). I think one could argue this is also an example of Constructivism since it is basing some learning on the students’ experiences.
Ultimately, I feel people learn differently, and as the instructor, it is your job to do all that you can to meet the needs of all learners. In my room, I try to differentiate instruction as much as possible. I always present information verbally and visually. I try to relate concepts to real life as often as possible, and have the kids get involved with learning as much as I can. In Math, for example, I have the students do some work with paper and pencil. I also try to have an activity that has them use the information in a different way (like a game or problem solving activity), and we always talk about how the concept would be used in real life. Often we make up a silly song or rap to help the students remember a concept (again, Gardner’s Multiple Intelligences). I can see/hear some of my students mouthing the songs to themselves on assignments and assessments. I also try to provide time to share answers, and am very open to new ways of doing things. In conclusion, I don’t rely solely on one theory of learning and think it would be hard to do so and still meet the needs of all learners.
From my introduction, it seems I support aspects of Behaviorism (like the later years which proposed the idea that lessons should not be planned for “whole class” instruction); however my view would also be tied to Gardner’s Multiple Intelligences since I feel people learn in different ways.
I also agree with Cognitivism in the sense that interaction between the learner and the environment are important to learning. I use this concept a lot in Science. I try not to just tell students the information I want them to know-but have them interact with the concepts as well. In my Force and Motion unit, we discuss gravity, velocity, friction, etc. As part of the unit, I have the students create a “roller coaster” –we use pipe insulation and marbles-They have to find a way to use what they have learned to find a way to make the marble stay on the track but still have a “fun factor” in their coaster design. Some students seem to learn more from my direct instruction of the concepts, others seem to learn more from “getting their hands dirty” and testing the concepts on their own. This also goes right along with the Dual Coding Theory of Cognitivism that states, “Students learn more effectively with more than one source of information.” (Dr. Sugar’s lesson on Behavior Theories). I think one could argue this is also an example of Constructivism since it is basing some learning on the students’ experiences.
Ultimately, I feel people learn differently, and as the instructor, it is your job to do all that you can to meet the needs of all learners. In my room, I try to differentiate instruction as much as possible. I always present information verbally and visually. I try to relate concepts to real life as often as possible, and have the kids get involved with learning as much as I can. In Math, for example, I have the students do some work with paper and pencil. I also try to have an activity that has them use the information in a different way (like a game or problem solving activity), and we always talk about how the concept would be used in real life. Often we make up a silly song or rap to help the students remember a concept (again, Gardner’s Multiple Intelligences). I can see/hear some of my students mouthing the songs to themselves on assignments and assessments. I also try to provide time to share answers, and am very open to new ways of doing things. In conclusion, I don’t rely solely on one theory of learning and think it would be hard to do so and still meet the needs of all learners.
Tuesday, September 23, 2008
Instructional Technology Job Listing
After much investigating, I found a job of some interest to me. I know we were only ask to find a job title to describe-not necessarily one we would apply for; but I figured if I was going to take the time to write about it—I want it to be interesting! So here it is…
The job is for a full-time Distance Learning Instructor (in the category of training/instructing). It is offered through Blackbaud Professional Services Educational Services department and they prefer that you have a four year degree. (I for one had never heard of Blackbaud—thankfully they help clear that up) According to the posting, “Blackbaud, the world's leading provider of software and services to nonprofits.” The job listing later elaborates on Blackbaud by stating “Blackbaud is the leading global provider of software and services designed specifically for nonprofit organizations, enabling them to improve operational efficiency, build strong relationships, and raise more money to support their missions.” Who can argue with that! They are looking to hire someone to deliver software training to their nonprofit clients. The training can be done in your home office via a virtual classroom. Some of the other responsibilities listed were:
“-Conducting training courses either at regional classroom sites throughout the US and Canada, or at individual customer sites throughout the US and Canada
-Serving as Subject Matter Expert for courseware design and development”
In addition to wanting someone who is enthusiastic, energetic, and comfortable speaking in public, they also require that you have some experience delivering online/distance learning training, experience working remotely, and knowledge of Blackbaud’s products (listed as “a plus”). They do say in the ad that the person hired will complete 4 weeks of training. I would assume this would teach you about the specific software.
The salary is listed as “open” and the job is based out of Charleston, SC
Now, would I apply for this job once I have received my Instructional technology degree? I would definitely consider it (although it would require some additional training for me). One of the things drawing me to this job is that you can work at home. This is appealing to me since I hope to start a family in the next few years. Being able to work from home would allow me some flexibility in my schedule and save me money on childcare. I also like that I would be helping nonprofit organizations in a number of ways, especially by helping them raise more money! The drawback for me is that I enjoy interaction with people, especially kids and this job doesn’t appear to offer that. I would definitely have to weigh the pros and cons of the title before making my decision.
I have to admit, I was questioning my program choice after reading dozens of job listings and not seeing many that interested me. Thanks, Emily, for your job finding of a position as an education consultant. The job description you found is much more aligned with my reasons for getting into this program, and the type of job I would eventually like to have.
Tuesday, August 26, 2008
What does Instructional Technology mean?
I feel that the word technology is a very broad concept that can describe anything from a mechanical pencil to a robot (In other words—it is hard to define.). I would like to think that technology has been used in instruction since it has been available-but I know depending on the resources available that may not be the case. That being said, I believe that the term Instructional Technology describes people using some form of tools, programs, or instruments to educate or train others.
Some examples of Instructional Technology would be the use of a Smartboard in a classroom or presentation. Smartboards can be used in so many ways. For instance, they can be used as a means to lecture from, to show video clips on, or to utilize the internet. They can also be used interactively with programs and activities the audience can participate in. Another way to use technology for instruction would be using Chat rooms or Wikkis. At the school where I teach, our Media and Technology Specialist started Wikkis for the kids in book club last year. The kids could access the Wikki from home or from school, and were able to discuss the books they were reading via the internet. It was a great way for them to share information with each other and a teacher they didn’t get to see on a regular basis. The use of GPS’s during a lesson is another way of incorporating technology into instruction. I have seen these used with buddy classes (older children paired with younger children) where the students traveled around the school finding different programmed locations where they would find a curriculum related question to answer before moving on to the next location.
As more technological advances are made, we have more and more opportunities to use it for instructional purposes. In many cases, technology makes both learning and instructing more interesting.
Some examples of Instructional Technology would be the use of a Smartboard in a classroom or presentation. Smartboards can be used in so many ways. For instance, they can be used as a means to lecture from, to show video clips on, or to utilize the internet. They can also be used interactively with programs and activities the audience can participate in. Another way to use technology for instruction would be using Chat rooms or Wikkis. At the school where I teach, our Media and Technology Specialist started Wikkis for the kids in book club last year. The kids could access the Wikki from home or from school, and were able to discuss the books they were reading via the internet. It was a great way for them to share information with each other and a teacher they didn’t get to see on a regular basis. The use of GPS’s during a lesson is another way of incorporating technology into instruction. I have seen these used with buddy classes (older children paired with younger children) where the students traveled around the school finding different programmed locations where they would find a curriculum related question to answer before moving on to the next location.
As more technological advances are made, we have more and more opportunities to use it for instructional purposes. In many cases, technology makes both learning and instructing more interesting.
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