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.

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