EDTECH 503: Module 03 Reflection

For module three the primary focus has been on instructional analysis. Throughout this current topic of study I have learned about identifying and writing learning goals, conducting an information-processing analysis of that goal, conducting a prerequisite analysis, identifying different types of learning, and writing appropriate learning objectives for the goal and task analysis. One of the main ideas that stood out to me are the different types of learning and the different approaches to the analysis of those types of learning. Even though there are definite similarities in the analysis of the goal there are slight changes that help in determining the desired outcome for a specific type of learning. Understanding what the type of learning is can definitely help in guiding the task analysis and the creation of appropriate learning objectives. It was also interesting learning about the detail involved in creating a prerequisite analysis for each learning task. It made me think of the importance of administering a thorough learner analysis to know what you may want to include in the sub task analysis steps.

While working on my project and going through the steps of the learning analysis it has been interesting dissecting the ID project into all of its individual parts in extreme detail. This has given me a new perspective into the different components and points of view that one must have in order to properly design instruction. There are always certain aspects of this that a teacher incorporates into the design of instruction of a unit or lesson, but that tends to be primarily focused on the instruction and instructional needs of the students and does not go into such depth as instructional design. As I work through this process I have ideas worked out in my mind that make sense to me. The feedback you receive from peers is sometimes in conflict with what makes sense to me.  This is great feedback as it allows to view your project from a different perspective that may be your target audience. It has also shown me that it is important to include all pertinent details, because what makes sense in my head is not always what is written down.

I have always written daily learning objectives for my students that have met the criteria examples from this module, but it has made me reflect more thoroughly on the behavior, condition, and criteria that I create to make sure  I am meeting my desired outcomes for the lesson.  Another thing from this module that I can use currently is the task analysis flow chart. Even though these are a step and a process for instructional designers and currently not part of the instructional plan, I feel that they could be very valuable visuals for students for completing a variety of academic tasks. They are easy to navigate, comprehend, and can lead to direct desired outcomes for learning. Overall this module has been very informative and thought provoking and I look forward to proceeding in my ID project.

EDTECH 541: Presentation Software

Presentation software applications can be an effective tool for the delivery of a variety of different content in educational classroom settings. Roblyer and Doering (2012) define presentation software as a way to display information, including text, images, audio, and video, in a slideshow format. This software, when used appropriately, can greatly enhance readability, audience engagement, and communication of content. These outcomes can be accomplished when certain criteria for effective presentations are followed. Presentation software has benefits for teachers and students in the delivery and reception of content.

As a science teacher I find the most valuable aspect of presentation software is the use of visuals to support spoken information. There is a great number of ideas, concepts, structures, and models in science that would be hard to correctly form a image for without the support of  quality visual representations. “When a presentation product is well-designed, it supports and supplements what the speaker says, using graphics and multimedia to give illustrations and drive home points with images and sound” (Roblyer and Doering, p128). Imagine trying to create an image for the “Fluid Mosaic Model” of the phospholipid bilayer of a cell membrane in your head. Without any prior knowledge what would come to mind? Now click this link “Fluid Mosaic Model” to see the power of a visual image representation. I find presentation software to be invaluable when it comes to creating visual imagery for students. This imagery tells a story of the content that would otherwise be lost if left to spoken word. It also allows students to make connections between important vocabulary by connecting them to their appropriate image.

As a teacher I also find presentation software to be valuable in creating discrete digestible chunks of information. It allows for sequencing of events and the breaking down of complex systems into its more comprehensible parts. It helps students to think through what they are learning and teachers what they are saying,  and student can put order to the information being presented.  Effective design and delivery is a key component for the positive attributes of presentation software to be seen.

There are a number of resources for presentation software design and use guidelines that should be considered when using this software to deliver content.

Figure 4.1 of Roblyer and Doering has 10 informative guidelines:

Additional Resources:

Top Ten Delivery Tips

Five Ways to Prevent Power Point Overload

References:

Roblyer, M. D.,Doering A.H. (2012). Integrating educational technology into teaching

(6th Edition).Pearson/Merrill Prentice Hall.

 

EDTECH 541: Instructional Software

Instructional software encompasses a variety of different educational functions that can enhance the learning environment of a technology integrated classroom. Instructional software is a term used to describe any computer program that is designed to deliver instruction or assist with the delivery of instruction for a variety of content  areas and topics (Roblyer and Doering, 2012, p.77). These software programs are designed to provide specific functions to meet specific instructional goals. These functions include:

• Drill and Practice
• Tutorial
• Simulation
• Instructional Game
• Problem Solving

Each of these software functions have distinct characteristics that allow them to meet different teaching and learning objectives. There are a number of advantages to consider for each of the software functions.

Drill & Practice
This type of instructional software allows for students to work content specific items and receive feedback on performance. This is beneficial for students because they can immediately reflect on why they are not mastering a concept and obtain the correct answer to further reinforce the concept. This can motivate students to continue to practice these skills and also allow teachers to save time in correcting student work. One example of a great drill and practice instructional software is Quizlet. This is a vocabulary building website that provides numerous different ways for students to interact with words to build deeper understanding of the vocabulary for a given content area.
Quizlet

Tutorial
This type of instructional software provides a sequence of instruction for a particular topic that can stand on its own rather than be supplemental to the primary teaching. It shares some of the same benefits of drill and practice, but some tutorial software is branching and can provide and change instruction based on student performance to better meet students instructional learning needs. An example of an open content tutorial is the Khan Academy. This can provide sequenced instruction with drill and practice and stand on its own.
Khan Academy

Simulation

Simulation instructional software can provide a great model for real and imaginary systems.

While participating in simulations students can see the direct impact that their decisions have on the models and make changes to the system without the costly side effects of creating these models non virtually. It can also allow for complex systems to be evaluated in individual steps and at slower rates to get a better understanding of what is happening. For science the Phet simulations are a great resources that meet all of these criteria for quality simulation software.

PHET

Instructional Games

Instructional game software provides entertaining, fun, and engaging instruction for a variety of learning activities. This type of platform challenges students, makes them follow rules, and provides problem solving and skill practice at the same time. These types of games motivate students and promote extended time towards learning the desired topics. CellCraft is an example of this type of instructional game for biology students.  

Cellcraft

Problem Solving

This instructional software does exactly what it states, its function is to provide the application of specific skills toward content/topic problem solving. This types of software promotes higher level thinking skills, that motivates, and helps student retention through application. Rice university provides Web Adventures that may be mistaken for instructional games, but allow for true application and problem solving.

CSI

I have experimented with a number of these instructional technologies in my classroom and have found a few of these very beneficial. I like having students create and embed Quizlet flashcards into their digital portfolio so they have a ongoing digital glossary of important vocabulary that they have made. Some of these instructional software blur the lines between multiple functions. I have had great results with the interactive tutorial/games found at Bioman Biology. These have really engaged the students while creating authentic learning at the same time. The Phet simulations have also been very valuable, students have learned atomic structure and the results of their building while also being challenged by the quiz type games that it also provides. The Rice University Web Adventures for CSI have been a great engaging learning software for my forensics classes as well. All of these instructional software's have their purpose and place in delivering technology integrated instruction. 

References:

Roblyer, M. D.,Doering A.H. (2012). Integrating educational technology into teaching

(6th Edition).Pearson/Merrill Prentice Hall.

 

EDTECH 503: Module 02 Reflection

Analysis and Assessment: Learning Context & Learners

During this module my learning has been centered around analyzing the learning context and the learner in relationship to instructional design. The analysis of the learning context focuses on the need for instruction to help learners reach learning goals and a description of the learning environment where the instruction will be done (Smith & Ragan, p.43). The analysis of learners focuses on the types of learner characteristics, their assessment, and the implications for design. There were a few concepts from each of these that I found to be valuable from an instructional design perspective that I may not have considered in the past.

Looking at the analysis of learning context I found that the proper determination of a detailed needs assessment and application of the appropriate model is important in authentically identifying your learning goals and desired learning outcomes. I found the listed detailed questions below from Smith and Ragan (2005) for two of the models to be very effective.

Problem Model:

1. Determine whether there really is a problem.

2.Determine whether the cause of the problem is related to performance in training environments or achievement in educational environments.

3.Determine whether the the solution to the achievement/performance problem is learning.

4. Determine whether instruction for these learning goals is currently offered.

Innovation Model

1.Determine the nature of the innovation or change.

2. Determine the learning goals that accompany this innovation.
3. Determine whether these goals are appropriate and high priority in the learning system.

4. Begin learning environment analysis design activities.

Considering the analysis of the learners during his module has given me some great insight to how I can apply some of these concepts to my current educational setting. Particularly in how I assess my learners. I have always put a great deal of thought in identifying the learner characteristics of my students. Many of these learner characteristics were identified by Smith and Ragan  (2005) and are listed here.

Learner Characteristics:

1. Cognitive Characteristics

2. Physiological Characteristics

3. Affective Characteristics

4. Social Characteristics

(See Smith and Ragan (2005) for more in depth detail of these learner characteristics)

When analyzing these learner characteristics I have traditionally used a variety of  ongoing formative and summative assessments to identify these characteristics. After reflection of this module I feel that I could do more in depth pre-assessment of students, not just of content knowledge, but also affective characteristics as well. This approach can greatly enhance my instructional design of lessons.

This module has been very informative in regards to stepping out of the role of a teacher and focusing on these topics from more of a instructional design perspective. Even though a teacher focuses on these topics of learning context and learners, it is usually isolated to their individual classrooms and not the broader view of an instructional designer. Having this perspective is helpful in my daily reflection process that takes place during my current instructional design of units and individual lessons.

Reference

Smith, P. L., & Ragan, T. J. (2005). Instructional design . New York, NY: Wiley.

EDTECH 541: Acceptable Use Policy

In a 21st century learning environment, school community members are spending more and more time using technology and being online. This exposure to technology and an online environment supports the need for policy that can protect the school community members from possible negative outcomes and promote positive technology use.

Acceptable Use Policies (AUP) for technology use are an essential component for the successful and productive integration of technology in schools and other educational settings.  “An AUP is a written agreement, signed by students, their parents, and teachers, outlining the terms and conditions of Internet use” (ISafe, 2014). These AUP provide the framework, guidelines, and expectations for the behavior around technology use. A well constructed AUP can promote positive digital citizenship among educational staff, students and parents.

The AUP should incorporate behaviors that are prohibited and also behaviors that promote positive technology use. Following are some of the topics that should be covered in and AUP (Common Sense Media, (2013):

• Use of Network
• Internet Safety (privacy, inappropriate content, unwanted contact)
• Filtering and Monitoring
• Copyright and Ownership of Work
• Network Security and Privacy (student data)
• Disciplinary Action
• Digital Citizenship
• Social Media Usage

Careful evaluation of each of these topics needs to be weighed to make sure that they protect students and staff, but also do not impede in the development of digital technology integration possibilities.

Thinking about my current educational setting the existence of a complete AUP seems somewhat elusive. The district has created Information Technology (IT) guidelines that only address a small portion of acceptable use in regards to prohibited behaviors. They currently do not have policy in reference to technology use that promotes positive behavior and academic use. The current filtering, monitoring, and internet safety that is in place overemphasizes student safety and can inhibit and block appropriate educational resources. I do think that student safety is a priority, but teaching appropriate digital citizenship can alleviate some of these concerns. If students are taught how to behave and held accountable for unacceptable behaviors the over blocking of resources can be limited. I think all teachers should incorporate igital citizenship in their classrooms to help reinforce and create a positive technology culture within their school. Recently in EDTECH 502 we were asked to create a webpage on digital citizenship. Here is a link to my page: Netiquette

Acceptable Use Policy Examples

Rocky Point Schools AUP

SCPS AUP

Cape Elizabeth AUP

Hillbrook School AUP

Additional Resources

Common Sense Media

AUP Best Practices K-12

NetCitizens

References:

Common Sense Media. (2013). 1-to-1 Essentials AUP. Retrieved on February 6, 2014 from http://www.commonsensemedia.org/educators/1to1/aups

ISafe. (2014). Dig Deeper: Acceptable Use Policies. Retrived on February 6, 2014 from http://www.isafe.org/imgs/pdf/education/AUPs.pdf

EDTECH 541: Vision Statement

Vision Statement

Comparing technology’s role in educational settings from the past to the present, you can begin to envision the ever important role it will have on the future of learning. “As we look today at what is happening with technology - and what the future promises…, we see that some of the most innovative and promising practices in education involve technology…” (Roblyer & Doering, 2012, p.1). These innovative and promising educational practices are being shaped by the demand for digital literacy and 21st century skills in students for their successful post-secondary readiness in a technologically based society. As an educator, educational technology will play a vital role in preparing students for the future.

Information, media, and technology skills has been identified by the Partnership for 21st Century Skills as one of the main student outcomes for 21st century learners.

People in the 21st century live in a technology and media-suffused environment marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. (Partnership for 21st Century Skills, 2009)

Our role as educators is to blend these information, media, and technology skills with the other identified 21st century skills of learning, innovation, life, and career to prepare students to “succeed as effective citizens, workers and leaders.” (Partnership for 21st Century Skills, 2009). Beyond the global view of the importance of technology for 21st century skills are the benefits that educational technology can have directly on the learning that takes place within the classrooms.

Educational technology and technology integration in the classroom learning environment can promote and enhance students learning. In an  online article by Edutopia entitled “Why Integrate Technology into the Curriculum?: The Reasons Are Many” the staff identified four key components that can enhance learning through technology integration. They are: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. For example, “technology tools allow students to be intellectually challenged...students acquire and refine their analysis and problem solving skills as they work individually and in teams to process, and synthesize online information.” (Edutopia, 2007). Technology in the classroom can also allow for differentiation through self paced instruction that meets the needs of individual learners. It can also provide “New tech tools for visualizing and modeling, especially in the sciences, offer students ways to experiment and observe phenomena and view results in graphic ways that aid in understanding. “ (Edutopia, 2007).

The examples stated above, along with some others listed below, show the importance of educational technology in preparing students for the future as well as enhancing their learning environments. “Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals (Edutopia, 2007).”

Additional Resources:

National Education Technology Plan 2010

Framework for 21century Learning

Technology Integration Professional Development Guide

Top 10 Reasons Technology is Important for Education

References:

Edutopia. (2007). Technology Integration Professional Development Guide. Retrieved on Feburary 1, 2014 from http://www.edutopia.org/technology-integration-guide-description

Partnership for 21st Century Skills (2009). Framework for 21st Century Learning. Retrieved on Feburary 1, 2014 from http://www.p21.org/about-us/p21-framework

Roblyer, M. D.,Doering A.H. (2012). Integrating educational technology into teaching (6th Edition).Pearson/Merrill Prentice Hall.