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.

Coming from a business background into the P-12 educational field I feel that I am able to compare and contrast these two contexts best. 

Both context are given trainings that help prepare all parties involved for possible advancement. With these trainings some may say this can create a fast-paced source that many may not be able to keep up with and that can possibly be the downfall for both. The biggest difference that I have seen from both context is that the business side is more geared toward personal advancement while the educational side concentrates on moving forward on a broader spectrum. 

This difference can help and hinder both parties. From a business point you can easily notice that people are putting their best foot forward to make their presence known and absence felt. Although, this individual may being trying their best for their own personal advancement it can benefit the company in ways also. In the educational field I quickly saw the difference and could no longer think about myself. I had to first consider my students, secondly my fellow staff members and thirdly my district. Mostly every individual considers all those aspects when doing their job. If I was to only think about myself, what would I really get done. My students wouldn't learn anything and everywhere I lacked my co-workers would have to fill in.

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?

I am a strong believer that experience is the best teacher. To prepare our students for these types of diversified situations we must first present them to the students. Elementary kids aren't aware that there may be other individuals in the world that are different from them until they are introduced to that difference. Whether it be male or female, black or white, Christian or Jew etc. The culture shock comes when you aren't prepared or prepped for something outside of your norm. In my classroom I tell my students that my #1 rule is to always respect and acknowledge that they have entered a "judge free zone." I present this rule because we talk about everyone's goals and dreams for life on a daily basis and everyone has the right to express themselves without feeling judged or ridiculed about those ambitions, even if it they only feel that way for 45 minutes in that particular class. In order to help our students understand the different cultures our world offers we must teach them that there are individuals that may feel, think, speak and act differently from what they may know and teach them that it is OK for that difference and it should always be respected. What would be the fun if everyone was the same?

Section 4: Human Performance Technology (HPT)

1. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. Don't pick a performance problem that is too difficult or abstract (e.g., making every student as advanced learners). Choose one that you believe as practical, feasible, and important, yet instruction alone is not the only solution. Examples can be accountability for one-on-one laptop, Google suite integration, improving (or reducing) completion rates of mandatory reports, etc. 

After reflecting on last school year, I noticed there were a lot of behavioral issues on my campus. Of course this can be an issue for many campuses but, after reviewing data the puzzling part was that the behavior issues were from the same individuals. These particular individuals were one's that no one wanted to teach or that teachers had already cast out from learning and excelling with the curriculum. Which made sense since those students would constantly be in the office, SAC or suspended they were missing the instruction which allowed them to perform poorer than the regular student would. Psychologically thinking, I wondered if those students were put to use for something positive then maybe their behavior and outlook would change. For instance, maybe using that student that is always so loud and disruptive in class as a noise control manager. This gives that student responsibility for the learning environment as well as accountability to control themselves.  

2. Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above. (after reading this chapter, see if this makes sense. Type and scope of performance support systems can vary. A seasonal grocery chart for check out clerks at a grocery store can be one, and students' grading system for tests at school can be another performance support system example)

As a campus you want your colleagues to be on the same page because children perform well with consistency. I would like if all my colleagues joined me in inputting this manager positions into their classrooms to help make those students who are unwanted feel wanted. The manager positions don't have to be the same for every classroom, teachers may create a position based on their classroom needs. Those students with behavior issues wont change if they feel needed/appreciated in Mr. Roy's class yet feel like an outcast in Ms. Tom's class. In order for this to take affect the student must feel responsible and accountable for something throughout the entire day.

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? (examples of KM system include database, file sharing system, information repository system, people directory (that identifies their expertise or project experiences), or internal/external (virtual) communities)

In my case the information needed for the above situation was already consolidated and organized. The administrative team takes the names of these individuals as well as the instances that may have occurred and places them into the system. Within the system you are able to run reports to determine how many behavior issues have occurred as well as what students were involved in those issues. The only problem I see with that is that the teachers are not able to view that information until administrators present this to us. However, I could see the reasons why this may be restricted information for teachers.

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? 

Since I am a fairly new teacher I find myself learning a lot from trial and error. The good thing about this is that I have semester classes so whatever didn't work for that semester I can change it for the next one. My biggest issue was perhaps the discipline issues and how to handle them (hence the above suggestions). I tried it all and have taken advice from the more advanced teachers as well. I have called parents, written referrals, had parent conferences and student talks. However, nothing seemed to work quite like the manager system did. I am a strong believer of the phrase "if it ain't broke don't fix it" so I plan on using this system until I start to see flaws in it.

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

First is to apply chapter 10, and the other is to apply contents from chapters 12 & 13. First, select one of the evaluation models you learned from chapter 10 or from your web search and describe how you would use it to evaluate your instruction (alternatively, you can choose a program or initiative at your current or former school). If necessary, revisit the relevant section on chapter 10 and refer to exemplary questions to ask within the model. Reflect on what other questions that instructional program evaluation should address besides whether the new instruction/program leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know? 

When reviewing the evaluation models I immediately noticed that my instruction is relates closely to Kirkpatrick's Evaluation Model. This model is not only allows me to evaluate my students' learning but, I am able to evaluate my instruction and effectiveness as a teacher as well. Listed below are the levels of Kirkpatrick's Model with the techniques I use to evaluate instruction.

1. Reaction: Working with middle school students I have quickly learning that they do not like to write or do one activity for a long period of time. When prompted to copy vocabulary words down I hear the moans and groans fill the room.This gives me an instant assurance that my activity needs to be more exciting than the students may anticipate.

2. Learning: This is the stage that I am able to evaluate myself as a teacher, I get the chance to ask myself if I planned the lesson effectively? If I was able to reach my all my students (GT, SpED, Dyslexic, ESL etc.)? Are my students engaged in the lesson? Are they actually learning what I intended to teach?

3. Behavior: At this moment I determine if the students initial reaction has changed for the activity. Do I still hear the moans and groans for the assignment? Or are the students actually engaged and interested in what they are doing? If their initial reaction has not changed at this point I will also decide to try something different and visit that particular activity at a later time/date. I don't like to be the instructor of a classroom that is not engaged. Engagement is the signal that learning is taking place and if learning is not taking place then there is no need for that activity or lesson.

4. Results: Finally, I can evaluate what/how the students did with the lesson that was presented. This is usually evaluated as an informal or formal assessment. 

Congratulations, your school leader noticed about your good use of technology in teaching and appointed you to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic challenge. (If you like to modify the scenario to better fit your personal interest, such as one-on-one laptop initiative, that is perfectly fine). You were told that the school will provide necessary support and you can form a team. Based on knowledge from chapters 12 & 13, which people at the school and the district will you include in the team, and how will you use Situational Leadership to facilitate this project and manage scarce resources?

The Dream Team

CTE: Being in the department of Career and Technology Education I would certainly want my entire department to join me for this particular experience. 
Tech Specialist: I would incorporate our on campus technology specialist to join since she has experience with helping teachers incorporate technology into their instruction. 
Skills Specialist: Being that I am not a core curriculum teacher I would like to have maybe a few if not all our skills specialist in on the fun, this would be great insight for knowing what would and what wouldn't benefit the students in these classes. 
Campus Administrator: An administrator to give a quick thumbs up for approvals.

I personally don't feel that the teachers on campus would have any issues with incorporating technology into the classroom. My biggest concern with doing this would be the lack of technology accessible on campus. In a perfect world, I would just make everyone's classroom a computer lab :) or perhaps allow each teacher to have a class set of Chromebooks for their students. 

I'm a firm believer in allowing others opportunities to gain experience. Meaning just because I picked the teams doesn't mean I have to handle everything. Task can be evenly divided and individuals can be over certain items. CTE can be in charge of finding the programs that teachers can use in their classrooms. Our tech specialist may be the one to train the teachers on how to effectively incorporate these programs. The skills specialist may be able to tweak the lesson to make it more effective for their particular need in their content area. Of course, our administrator is just there to give quick approval on what we decide :) With that, each team member plays every part of the Situational Leadership Model at some point. 'Team work makes the dream work." 

                                                

1. Chapters in this section discuss three contrasting epistemic (the study of what and how we come to know) stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. 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?

The three epistemics are all intriguing and I found it very challenging to place myself in just one category. After deep thought and much contemplation I found myself leaning more towards being a contextualist. Contextualist are thought to look into the context when examining work or situations and find solutions based by that particular context alone. Throughout my education journey I have encountered instructors that I felt did not feel or think the same way I tend to. Like most of my students today I found myself asking the million dollar question "why do I need to know/learn this?" I felt as if a lot of the material being presented to me wasn't for me. When I was being presented with material that wasn't "for" me I would find myself not taking the subject seriously and just do enough to get through the requirements. However, when the material was "for" me I put my all towards the subject because I knew in the long run it would only be beneficial.

Now a days I find myself as a teacher telling students that they should always put their best foot forward towards any subject because in the long run you never know what life will present so you must always be prepared. But, I myself still don't live true to this statement. In staff development meetings I find myself zoning out when we discuss topics that relate to core teachers. Why??? Because I'm not a core teacher and that information doesn't apply to me. I desire to learn as much as I can from as many people as I can for the same statement I relay to my students "in the long run you never know what life will present so you must always be prepared." 

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. * You can reuse an instructional unit you used for Section 1 (or you can use a different one. In section 1 discussion, 6 components of good instructional design in chapter 2 was broad, and these chapters in section 2 should have given you more specific ideas about different approaches to teaching and learning.

Constructivism is a theory that I feel I apply teaching as well as relate to. Personal encounters/experience are the best teachers for any subject both educational and noneducational. With  the subject that I teach (Exploring Careers) I teach my students that they must gain hands on experience to enter the workforce and although I teach them things and give helpful tips about how to that may be better individuals however, I know they won't fully understand what I'm teaching until they are presented the situations in their own life. All of my instruction is geared towards each student's personal preference. I believe the subject that all of students find the most interesting is the job search section. Every semester I give my students two surveys that they must complete that will in the end give them a list of careers that match their interest. They get so excited about the careers and start expressing to their classmates how much they will be making on their job, what type of car they will be able to afford, where their job will allow for them to travel and so much more. My main objective for this lesson is to broaden their level of thinking. I work in a rural area of town where many of my students have probably never been out of the city limits so to see them notice that there is more to life than their norm is so rewarding.

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?

I would define educational technology as the use and incorporation of technology in an educational setting for educational purposes. When reading Reiser's definition of educational technology (focus on systematic processes and the use of technological resources are both integral parts of the field) I felt that someway our definitions matched. As an educator I believe that our main focus should be to prepare our students for the world they will face when they complete school (workforce). The increasing use of technology in everyday life drives the need for technology to be introduced and incorporated in the classroom. Students should be able to gain hands on experience with technology in order to be successful as an adult in the workforce. This reading helped emphasize the importance of the incorporation of technological tools within instruction.

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. 

In my class students learn about the workforce and professionalism. I get the opportunity to teach the how to fill out job applications, create a resume', how to dress for a job interview etc. Which bring me to my favorite lesson that consists of the students being able to create a Powtoon (animated slideshow presentation) about the do's and don'ts for answering interview questions. I love this activity because it prepares the students for something that each of them will have the opportunity to participate in sometime in life despite the career path they may choose. I also realize they many adults hate/dread the interview process because they feel a sense of not being prepared of prepped for what may come of it. Below I have listed the six characteristics of instructional design with my thoughts on how my lesson met that particular characteristic.

1. Student Centered: The students are the drivers for this lesson. I give very limited instructions and allow free reign for creativity
2. Goal Oriented: The goal for the activity is for the students to produce 5 right ways and 5 wrong ways to answer particular interview questions.
3. Focuses on meaningful performance: Although the assignment is for a grade, students will be able to take these skills and apply them in real life situations.
4. Assumes outcomes can be measured in a reliable and valid way; Students were able to complete this activity based on the prior information/lessons given to them.
5. Empirical, interactive, and self correcting: Students were able to produce their own presentations with limited guidelines from the instructor.
6.Team Effort: Students were to work in pairs while teacher was considered a facilitator. 

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 view teachers and the tools teachers use as an instructional medium. Reiser was right to exclude teachers, chalkboards, and textbooks from the the definition of instructional media. Teachers as well as their tools assist with the learning process but aren't needed in every lesson in order for a student to learn what is being taught. In order for learning to really take place I believe that the student should be able to take charge of their own learning with the teacher being a facilitator. Incorporation of media is necessary but is not required for the instructional design to be effective. Depending on the type of lesson and/or subject media is not always needed but, can act as a supplement for instruction. 


Till Next Time...

-Jaquelia