Section 7 New Directions in IDT

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

• I selected Web 2.0 (Ch 31) and Rich Media (Ch 32)
• The Web 2.0 chapter was full of great info on both the ways it can facilitate learning and a few cautions.  I think Web 2.0 is a great classroom tool in helping students learn from each other, reflect on their learning and to see what other students have to say about the same or different topics. Students can create blogs and use them as journals for reflections and share them with peers to create a broader learning atmosphere.  It really follows along with the constructivist viewpoints. I hope to incorporate the use of blogs and other Web 2.0 technologies across my new campus as soon as possible.  I’ll have to get a feel for what is already being done but from what I’ve heard they are in need of someone to get the ball rolling with technology.  I know I will have resistance from some of the staff but it’s nice to know that the admin is fully on board to make the school more tech involved.
• I enjoyed Chapter 32 on Rich Media.  Several things were eye opening to me.  Such as sometimes less is more.  I mean that’s something we all know but with all the resources we have today sometimes we feel the need to make things bigger and better, or more of a production, when really we need to focus on what’s most important, LEARNING.  I think it’s important to keep learning at the forefront of everything we are doing.  When creating a lesson it best to look at the concept you’re wanting the students to learn.  If the lesson would best be taught without a huge production.  Think about students prior learning and how the message would best be taught with learning as the final outcome.  I think it’s important to stress this concept to teachers so they don’t always feel obligated to integrate technology that might not be the best option but rather because they feel it’s necessary.

Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance. Select two chapters that you find most relevant or interesting. For the technologies you selected above, discuss how each of those two chapters can apply from this section (e.g., What ethical issues using the technology might present. Does the technology enhance or impose accessibility and accommodate diverse learning needs? How and/or can you design more effective instruction or learning using that technology? How much guidance would instruction with that technology require? What kinds of guidance would be necessary?)

• Last semester I did a project over UDL.  After completing that project I have a new found passion for creating lessons that are designed to meet the needs of all learners.  I feel like if you create your lessons from the get go with each learners unique needs in mind then you will be less likely to have to reteach later on.  The book states,” Create learning environments that promote cultural sensitivity, flexible learner interactions, and authentic learning experiences.”1  I could not agree more! For example, when designing a video lesson incorporate any captions or visual aids that might be needed for each student to fully benefit from the lesson.
• It’s also extremely important to instill the importance of web safety and ethics to students from the moment they can access the web.  Teaching copyright laws, diversity, privacy and self-representation are all import factors when allowing students the freedom to create their own blogs, do research and interact with peers on Web 2.0 apps and more.  Now more than ever students need to know the dangers and benefits of using such beneficial tool.    

1.Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology    (3rd Edition) (Page 301). Pearson HE, Inc.. Kindle Edition.

2. Readwriterespond.org

Section 6: Getting an IDT Position and Succeeding at It

What is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promo, etc.). 

I am currently a Pre-K teacher and formerly a 2^nd grade teacher.  I taught 2nd grade for 6 years and when my youngest son was born I made the transition to be a stay at home mom.  I began teaching Preschool 2 years ago.  I always knew I wanted to go back to school and this summer was the right time.  I knew I wanted to stay in education, I love the kids, challenge and summers off (let's face it, it's a perk!).  Library science has always stood out to me.  I have an aunt who is a librarian and she's always talked highly of it.    

Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Based on these chapters, briefly describe what your strong competencies are and what areas you want/need to improve, and explain what you need to learn. Then, discuss how you will obtain the skills you need through this degree program (Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?)  

My goal is to become an elementary school media specialist.  I actually just got hired on at my previous campus and will start as soon as my current classes wrap up and all the paper work goes through.  I’ve really enjoyed the ETEC and LIS courses in the program so far.  I have a great start to my portfolio and I’m learning things that I can truly carry on to my career.  I've developed a greater sense of what I want the media center to represent and how I want to run it from an education stand point.   

Finally, what organizations would best support your continued learning after you graduate? Do you think you would benefit from joining those organizations before graduating? Explain why or why not?

Both the Texas (TXLA) and the American (ALA) library associations would be very beneficial to join in my future career.  I’ve already joined some online forums and groups that cater to Texas librarians.  I figure even though I’m not official yet, it’s useful in getting ideas and seeing how current media specialists are doing things, and what is and isn’t working for them.  I enjoy going to conferences to continue learning new trends in education, and now the library science field.   

Section 5: Trends & Issues Various Settings

Section   5: Trends & Issues Various Settings 

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

After review the chapters in Section V, I decided I would like to compare and contrast military and P-12 education.  Seeing as how they are basically the same thing, am I right fellow teachers?  Kidding!  Although there were sometimes I could have used a drill sergeant to back me up on some behavior issues. But really, we’ll talk IDT among these 2 contexts.  Both the military and education settings are constantly changing and evolving in regards to technology.

The book states that, “Over the years, the military in the United States and other developed nations have evolved into huge, technologically sophisticated, multifaceted, integrated organizations with an overwhelming number of responsibilities.”  I think in the military, technology is at the forefront of everything they do.  They have the best of the best designing and instructing on the best practices of use.  In P-12 education it seems that the training done for technology integration and design is placed nowhere near the top of the priority list. I’m not saying this is the case for everyone but from what I’ve seen it’s pretty subpar.

In the chapter on P-12 education we see, “Research results reveal that technology integration is a slow and complex process inhibited by a number of barriers, especially when combined with less traditional strategies, such as student-centered learning. A few key examples are below.

•Availability and access to computers and resources

•Technical, administrative, and peer support

•Teachers’beliefs and attitudes

•Teachers’ technological and content knowledge “

I believe we have GOT to integrate technology into our daily routines in the classroom.  Students need to know the value of using the resources for educational purposes.   The text also states,” In the military, training is part of the job and is integrated into the workplace which means it represents a larger proportion of day-to-day activities than in the civilian environment.”  Wouldn’t that be nice if it were the same for education in the P-12 setting?  If technology was just common place rather than “worked into” the curriculum.

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

This chapter was a great read.  Chapter 24 spoke a lot of Japan, and the ways they are integrating training and technology.  I really admire the value that they put on education.  One thing that really caught my eye from Chapter 24 about IDT in Japan was this, “Becoming a schoolteacher is still a very competitive matter in Japan and the teaching profession still commands great respect.”  They are highly respected!  I do believe that is something that their culture has engrained into the students and members of their society, teachers should be respected.  Teachers are also taken on “retreats” for training opportunities.  Sign me up!

It seems based on the text that IDT plays a weak role in Japan and teachers rely more on “lesson study” where, “teachers can be regarded as instructional designers in the area of their own subjects.”

While I think our students are prepared enough to work with people in these other regions, I do think we can do better.  More value should be placed on education and respect for the role that educators play.  As an educator I think it’s important that I instill some of these values in my students and provide with everything I can will they are with me.  I also take responsibility for pushing my co-worker to strive to do better and really integrate the skills these students will need to succeed.  

Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 188). Pearson HE, Inc.. Kindle Edition.

@. (n.d.). Duffel Blog. Retrieved October 01, 2016, from http://www.duffelblog.com/

Section 4: Human Performance Technology

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

3A problem we have had in the past is getting everyone to complete their STaR Chart survey (www.txstarchart.org) for the district.  This is a mandatory survey.  “The School Technology and Readiness is a teacher tool for Planning and Self-Assessing aligned with the Long-Range Plan for Technology.”1  This is an important survey as it helps the district and school administrations see where we are ranking as far as technology usage goes.  It seems like teachers don’t feel like this is an important task or either aren’t informed as to the significance that the information from this survey provides.  I believe a reward system could be a non-instructional solution that would help solve this problem.  Teacher at our campus are definitely reward driven, whether it be a free “jean” day or a drawing for a gift card.  I also think the staff needs to be told the importance of the survey and why their opinion is valued in this matter.  The only way our campus can improve in this area is if we know what is done already and what isn’t.    

2. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

“Performance support can be defined as a system that provides performers with varying levels of access to support information and tools at the moment of need.”2  I can’t really think of a system that could be used to help with HPI in this case.  Perhaps showing a STaR completed in years past and listing the improvements made thanks to the response of those that completed the survey.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed, and shared to help facilitate problem solving?

4I think if we collected all the data from past surveys, along with the changes it brought about, then the staff would see that their voice does matter and is making a difference for the entire school.  I’m a very visual person so I’d like to see graphs and charts showing the results.   

4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others? 

I went through an A/C program when I became a teacher.  My first days, weeks and months in the classroom were the first experiences I had in a classroom setting.  Student teaching wasn’t part of the program.  So I believe just being thrown into the ring like that was a HUGE informal learning experience.  I was responsible for learning everything I felt like I needed to know in order to educate my students.  The tables were turned several years later when I became a mentor teacher to new teachers.  I was able to relate to them since I was previously in their shoes.  I was able to offer advice and step away when I felt like they could take it on. 

1.  Texas STaR Chart. Retrieved September 21, 2016, from http://www.txstarchart.org/

2.  Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 155). Pearson HE, Inc.. Kindle Edition.

3. Think Breadcrumb Links Aren't Good For User Experience? Yes, They Are! Retrieved September 22, 2016, from http://marketingland.com/breadcrumb-links-good-user-experience-yes-97848

4.The Disconnect in Connecting the Workplace - Brian Solis. (n.d.). Retrieved September 22, 2016, from http://www.briansolis.com/2014/07/disconnect-connecting-workplace/

Section 3: Evaluating, Implementing and Managing Instructional Programs & Projects

1. Evaluation Model:

After reading chapter 10 and comparing all the different models, I found the Kirkpatrick Model for Instructional Design to be the one that would best fit my needs.  The first 2 steps are basic enough that individuals would easily be able to perform them without much trouble. Step one is found in most training I’ve ever done and step 2 is occasionally present.  Both are great ways to gauge the immediate response and learning acquired.  However I like that this model continues on with follow up.  Step 3 of the evaluation determines if the information taught was able to be put to good use and if not, what might be lacking from the training to help individuals be able to implement it.  Finally step 4 the results or the outcome shows us if the desired goal or need was meet.  If not the instructional design/ training program will need to be tweaked to meet the needs and then again reassessed using this model. 
I did like the step in the U-FE model that stated,” Identify the “primary intended users” and develop a working relationship with them.”1  I think that’s something that would be useful and was lacking from the model I selected. 

2.  Situational Leadership Project:



Assuming I’m in my current role of being a teacher, my team would include, our two campus instructional coaches for curriculum insight, several grade level representatives (to carry info back to their team) at least one member of the admin team, and a technology specialist. 

I would use situational leadership to help guide my actions through this project: “(1) the amount of guidance and direction a leader gives; (2) the amount of socioemotional support a leader provides; and (3) the readiness level followers exhibit in performing a specific task, function, or objective.”1


After seeing how familiar the team is with the overall topic, based on questioning, I would more than likely start with phase one (directive) just to set the baseline for everything we will be working with and using.  We would then move on to them exploring the tasks and items we will be passing along to the entire staff (phase 2).  During this phase I would simply be clarifying anything they were questioning.  Next, I would provide support necessary (phase three) for carrying out the trainings either in grade level meetings or as a whole staff at meeting.  Finally after the project has been rolled out I would make sure that the team is checking on staff members and question if the staff as a whole is able to put our training into practice (phase 4).


1. Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 102). Pearson HE, Inc.. Kindle Edition.
2. http://wwwatanabe.blogspot.com/2014/08/harnessing-powerful-ideas-leading-one.html
3. Situational Leadership: Bringing Out the Best in Your Potential Leaders - ACT One International Corp. (2016). Retrieved September 15, 2016, from http://www.aoic.ca/situational-leadership-bringing-out-the-best-in-your-potential-leaders/

Section 2: Theories & Models of Learning & Instruction

1.  Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict. How was the situation resolved by you (effectively or ineffectively), and what could/can be done?

I really had to research the three contrasting epistemic stances.  I didn’t find a lot in the actual assigned reading so I’m hoping what I researched addresses the question.  The information above was also very helpful.  I feel like Positivist leans too far in the direction of strict fact with little or no influence from personal belief.  While relativist leans too far in the other direct of there being only what something means to you personally and not any part hard facts.  Contextualist is more where I would consider myself.  There seems to be a happy middle ground there where facts are known and things are also open for interpretation based on prior knowledge and beliefs.  I can’t think of a time when a teachers epistemic stance effected their teaching in such a way that it caused a conflict.  I have had several very opinionated teachers but not any that forced their views or style on to the class.  

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

I would consider myself to have a Constructivist way of teaching.  I love the way the book states, “…learning is more a matter of going from the inside out. The learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process.”  I complete agree that in order for something to be learned students HAVE to connect it to something meaningful or to prior knowledge.  I love seeing students eyes light up when that connection is finally made.

I created a lesson where students were asked to create book trailers after reading a self selected text.  Students would use previously learned text features to describe the story and would present the information in a way that made it personal to them.  Students then presented them to the class to showcase all that they learned about the book but in a way that’s much more exciting a relatable than a basic book report.    

Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 40). Pearson HE, Inc.. Kindle Edition.

Section 1: Defining the IDT Field

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

The book does a great job of showcasing the change in the meaning of Instructional Technology (IT) throughout the years.  With technology being ever changing I think it's crucial that the instructional approach changes along with it.  However, it's also important that we aren't forgetting about the information that was presented in the past, like when the article states, "For example, much like the 1963 definition statement, the 1994 statement describes the field in terms of theory and practice, emphasizing the notion that the field of instructional technology is not only an area of practice, but also an area of research and study."

Since starting my graduate studies my definition of Instructional Technology has greatly changed.  I used to think that technology was something that I used if it fit into the lesson, where as now, I see it as an integral part of education. 

The definition I was most familiar with coming into this course was that of the AECT,"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."  I see that this book goes a little beyond that with the edition of several other aspects and details. 

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

I feel that throughout my career my lessons have come to incorporate the six characteristics listed below and in the book.  My teaching team and I work together to develop lessons that are student centered, meaningful/relate-able and have a specific, attainable goal in mind.  

 I actually just created a lesson on "book trailers" for my 562 class, which allows students to create their own "book report" as a movie trailer.  Students select a book to read, create a script and find images to convey the summary of the story using "digital story telling."  They then share their products to an audience of peers. 

I will say however, when I first started teaching, my lessons were definitely more teacher-led with out much student interaction.  I would "lecture" and students would take a quiz or do a paper to see what information was retained.  I know, I know, it's cringe worthy!   I think I was afraid to let go of the control and unsure of how a class could function with a more student based approach.  I basically thought there would be complete chaos, which there is not.  I am so glad that this is an area where I have seen growth both from experience and expanding my knowledge.   

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

I believe teachers, chalkboards and text books were excluded because these three items are or have been the "basic" means of instruction.  The purpose of of instructional design as I see it is to go BEYOND what is already there and facilitate a more engaging learning environment.  

I don't think the purpose of instructional design is to incorporate media into instruction.  I think the purpose for it is to create the most engaging and meaningful lessons that allow students to reach their highest potential.  These days it seems that technology is a way to do just that.  

Reiser, R. A. & Gagne, R. M. (1983). Selecting Media For Instruction. Englewood Cliffs, NJ: Educational Technology

My Intro

Hello, my name is Shannon Betz-Decker.  I'm currently a Pre-K teacher at a local Mothers Day Out.  I previously taught second grade for 6 years in Dallas ISD from 2007-2013.  I became a stay at home mom when my youngest son was born and I'm slowly working my way back into the world of education.  I received my Bachelors Degree from UNT and I am currently enrolled to obtain a MS in Library Science.  I took took courses in Summer 2, both of which were ETEC courses.   

This is a required course but also one that I feel will be extremely beneficial to my future career as a Media Specialist. I learned a lot last semester in regards to media and how it's currently being used in education and ways we can integrate it more.  I'm hoping this course will expand on that information as well as give me new insights into the ever growing and changing world of technology!