What setting or settings are you interested in working in when you receive your respective degree in Instructional Technology? Explain how you will fit in this particular setting. What questions (if any) do you have about working in this particular work setting?
I love teaching in the classroom. I started teaching in middle school, and trust me, that take’s talent. Since then, I’ve been working in an elementary school. I started in 5th grade and now I am in the Literacy Lab incorporating technology with reading for all grades. For now, I will continue in this setting. Once I get this degree, I will stay in the schools until my daughter gets out of elementary school. At this point, my options will expand. I can’t/won’t do middle school again, so I can either continue where I am, or move up. The only problem is, I really like being in the classroom.
If I leave the classroom, it would be for an Instructional Design type of job. Our county has curriculum director positions at the administrative level that I would consider. I don’t want to suffer from complete boredom so I would have to find out how much actual class time I’d get. I would be interested in continuing to work in a teaching setting, but would be willing to do part time instructional design. I would like to be a trainer for other teachers, or possibly teach at the college level. I do have lots of questions though. Is it boring? Is it as rewarding at the classroom? Is it a 12 month position The only reason I’d ask that is that I still have kids that I wouldn’t want home alone over the summer. Is the change in pay worth leaving the classroom?
Friday, November 14, 2008
Thursday, October 30, 2008
Instructional Media
Based upon your own teaching experiences (if any) and the contents of this lesson, what instructional media formats interest you? What instructional methods do you currently use this instructional media within an instructional setting? How do you anticipate using this instructional media within an instructional setting in the future? Make sure that you describe specific instructional methods.
The main instructional media that I encounter on a daily basis is a SMARTBoard. I use it for EVERYTHING. Students come into class and I have their morning work up on the SMARTBoard. I then have students come up to the board to solve the problems using the "pens." The SMART website has many templates for teachers (or anyone) to use along with the SMARTBoards. Many of these templates are interactive and involve having students "pull" objects away to reveal the answers. I can make a SMART template myself, but I'm all about not recreating the wheel.
Another type of instructional media that I have encountered lately is a virtual classroom. These classrooms are set up as computer labs and are overseen by a teacher assistant. The teacher assistant doesn't instruct the students, but is there as a tool for helping the students with technical issues. The point of these virtual classrooms is to offer students the opportunities to take courses that are not currently availabe in thier current setting. For example: Jane Doe is very interested in taking different language courses. She has taken and mastered Spanish and French, but those are the only two offered at her high school. If Jane goes to a virtual classroom, she can take classes for any language in the world. These classes are pretty much set up like our own in that an instructor is paid by the school for the student(s) that take their course. These teachers can teach as many students as they can. One teacher in Georgia may be teaching students from California, Nebraska and New Jersey. This is a growing trend in high school settings and is definately the instructional media of the future. Just think about it. 15 years ago, could we take online classes for a college degree?
I also think (even though I don't necissarly agree with it) that we are moving away from standard textbooks and moving to computerized textbooks for teaching. This may work well with older students, but we already have tons of accomodations for reading that I think this may be difficult at the elementary/middle school level. Honestly, if I could put all of my books onto one computer and ditch the carrying of 5 huge textbooks, I would in a heartbeat because I have learned to read online. I have found, oddly enough, that this skill is not for everyone. Either way, the time will come just as "Thomas Edison expressed in 1922 according to which the textbooks in the schools would have been at last replaced by the movies." Hmmm... Not quite, but something like that.
The main instructional media that I encounter on a daily basis is a SMARTBoard. I use it for EVERYTHING. Students come into class and I have their morning work up on the SMARTBoard. I then have students come up to the board to solve the problems using the "pens." The SMART website has many templates for teachers (or anyone) to use along with the SMARTBoards. Many of these templates are interactive and involve having students "pull" objects away to reveal the answers. I can make a SMART template myself, but I'm all about not recreating the wheel.
Another type of instructional media that I have encountered lately is a virtual classroom. These classrooms are set up as computer labs and are overseen by a teacher assistant. The teacher assistant doesn't instruct the students, but is there as a tool for helping the students with technical issues. The point of these virtual classrooms is to offer students the opportunities to take courses that are not currently availabe in thier current setting. For example: Jane Doe is very interested in taking different language courses. She has taken and mastered Spanish and French, but those are the only two offered at her high school. If Jane goes to a virtual classroom, she can take classes for any language in the world. These classes are pretty much set up like our own in that an instructor is paid by the school for the student(s) that take their course. These teachers can teach as many students as they can. One teacher in Georgia may be teaching students from California, Nebraska and New Jersey. This is a growing trend in high school settings and is definately the instructional media of the future. Just think about it. 15 years ago, could we take online classes for a college degree?
I also think (even though I don't necissarly agree with it) that we are moving away from standard textbooks and moving to computerized textbooks for teaching. This may work well with older students, but we already have tons of accomodations for reading that I think this may be difficult at the elementary/middle school level. Honestly, if I could put all of my books onto one computer and ditch the carrying of 5 huge textbooks, I would in a heartbeat because I have learned to read online. I have found, oddly enough, that this skill is not for everyone. Either way, the time will come just as "Thomas Edison expressed in 1922 according to which the textbooks in the schools would have been at last replaced by the movies." Hmmm... Not quite, but something like that.
Thursday, October 16, 2008
ISD Model
What is your personal assessment of the ISD model? Critique it. Describe the strengths (if any) and weaknesses (if any) of this model? What activities of this model have you used in your experience as an instructor?
The ADDIE model of the ISD I found to be very helpful in specifically spelling out parts of the lesson and the learning that takes place. The ADDIE model goes step by step to give teachers a direct path to follow when creating lesson plans.
The analysis phase describes what is to be taught and why, and provides an in depth aspect to the type of learner that you are teaching. This part of the ADDIE process is important because it specifically states what type of learning that you want to take place. If the teacher knows what they want the students to get from the lesson, as well as the prior knowledge that they have, they have a better chance of reaching that goal. The only part of this process that I would change is that students should know what is going to be taught as well as the teacher. We teach students to read the answers on an EOG test first so that when they read the passage, they will know what to look for. I think this is the same in everyday learning. If students walk into class knowing that they are going to be learning about plot, then they can make sure they really pay attention during that part of the lesson. I tell my students what they will be learning by adding an Essential Question on the board everyday. They also write it in their daily agenda so that their parents know what they are learning and can reinforce that learning by asking them to answer their EQ at home.
The design phase is important because it goes through the actual creation of the lesson plan. This is where you design what is to be taught based on the analysis phase. The techniques that teachers employ as instructional methods are in this section as well as the strategies that will be taught for the instructional models. I think this part of the ADDIE process is really broad because it has to make contingencies for all types of lesson plans. Even though it is vague, it provides the strength to each lesson by telling the planner what key items that they need to look for in thier assignments.
The evaluation phase of the ADDIE model is especially important because it lets the teacher know if learning has actually taken place. Formative evaluation should be done routinely through a lesson almost instinctively through student responses to questions in class as well as their group performances. A summative evaluation allows the teacher to see on paper what the student has learned. I always use formative assessments in class, but I am pretty bad about the wait time. I often find myself asking the students a question and calling on the first hand I see. I try to choose around the class, but sometimes it is hard because I don't want to call a student out that really has no idea what I am talking about. I try to lead students to answer the question and ignore the waving hands that are trying to get my attention. If I wait patiently, I can usually get at least part of the answer from every student.
The ADDIE model of the ISD I found to be very helpful in specifically spelling out parts of the lesson and the learning that takes place. The ADDIE model goes step by step to give teachers a direct path to follow when creating lesson plans.
The analysis phase describes what is to be taught and why, and provides an in depth aspect to the type of learner that you are teaching. This part of the ADDIE process is important because it specifically states what type of learning that you want to take place. If the teacher knows what they want the students to get from the lesson, as well as the prior knowledge that they have, they have a better chance of reaching that goal. The only part of this process that I would change is that students should know what is going to be taught as well as the teacher. We teach students to read the answers on an EOG test first so that when they read the passage, they will know what to look for. I think this is the same in everyday learning. If students walk into class knowing that they are going to be learning about plot, then they can make sure they really pay attention during that part of the lesson. I tell my students what they will be learning by adding an Essential Question on the board everyday. They also write it in their daily agenda so that their parents know what they are learning and can reinforce that learning by asking them to answer their EQ at home.
The design phase is important because it goes through the actual creation of the lesson plan. This is where you design what is to be taught based on the analysis phase. The techniques that teachers employ as instructional methods are in this section as well as the strategies that will be taught for the instructional models. I think this part of the ADDIE process is really broad because it has to make contingencies for all types of lesson plans. Even though it is vague, it provides the strength to each lesson by telling the planner what key items that they need to look for in thier assignments.
The evaluation phase of the ADDIE model is especially important because it lets the teacher know if learning has actually taken place. Formative evaluation should be done routinely through a lesson almost instinctively through student responses to questions in class as well as their group performances. A summative evaluation allows the teacher to see on paper what the student has learned. I always use formative assessments in class, but I am pretty bad about the wait time. I often find myself asking the students a question and calling on the first hand I see. I try to choose around the class, but sometimes it is hard because I don't want to call a student out that really has no idea what I am talking about. I try to lead students to answer the question and ignore the waving hands that are trying to get my attention. If I wait patiently, I can usually get at least part of the answer from every student.
Monday, October 6, 2008
Student's Learning and Understanding
Ok, that's a pretty big topic, but I'll see what I can do to make it as concise as I can while providing all information.
I don't think that it would ever be right to teach all students the same way. I rarely have a class that even has two learners that prefer all of the same things for teaching. I was a smart student, was able to learn in many settings, but... wait for it... I hated group work. (That was then, this is now :) ) Fortunately, a lot of things have changed in the way of teaching and learning over the past couple of decades. The way I was taught was definitely behaviorism. Rewards for good grades and drill/memorization instruction. Those spelling tests and direct memorization of multiplication facts actually worked for me... but only short term. I am in the spell check generation, because I can't spell. I could pass my spelling tests, but the minute I got a 100, I forgot them all. It's not that I think that the behaviorism model doesn't work. It definitely has it's time and place, but for most students, this process doesn't provide for long term retention of facts.
Moving on to cognitivism (again, thank God for spell check). The influx of media into the instructional setting provided the view of cognitivism with new fuel for their theories. Students can still use a book, but need to add visual media or flow charts to see what they are learning. Well, were getting there. I do teach with visual's and learning maps, because I have students that need that especially my spacial learners.
Constructivism, while probably one of the hardest to plan for, is the best way for most of my students to learn. This type of learning provides for hands on instruction and promotes long term retention of what they are doing. It is much easier to remember how landforms are created by doing an experiment with sand and water than reading it in a book or watching a movie about it.
I personally incorporate a lot of Howard Gardner with the different learning styles. We mainly sort students into spatial, auditory and kinesthetic. This works well in tripods for getting all students to share in different ways.
I don't think that it would ever be right to teach all students the same way. I rarely have a class that even has two learners that prefer all of the same things for teaching. I was a smart student, was able to learn in many settings, but... wait for it... I hated group work. (That was then, this is now :) ) Fortunately, a lot of things have changed in the way of teaching and learning over the past couple of decades. The way I was taught was definitely behaviorism. Rewards for good grades and drill/memorization instruction. Those spelling tests and direct memorization of multiplication facts actually worked for me... but only short term. I am in the spell check generation, because I can't spell. I could pass my spelling tests, but the minute I got a 100, I forgot them all. It's not that I think that the behaviorism model doesn't work. It definitely has it's time and place, but for most students, this process doesn't provide for long term retention of facts.
Moving on to cognitivism (again, thank God for spell check). The influx of media into the instructional setting provided the view of cognitivism with new fuel for their theories. Students can still use a book, but need to add visual media or flow charts to see what they are learning. Well, were getting there. I do teach with visual's and learning maps, because I have students that need that especially my spacial learners.
Constructivism, while probably one of the hardest to plan for, is the best way for most of my students to learn. This type of learning provides for hands on instruction and promotes long term retention of what they are doing. It is much easier to remember how landforms are created by doing an experiment with sand and water than reading it in a book or watching a movie about it.
I personally incorporate a lot of Howard Gardner with the different learning styles. We mainly sort students into spatial, auditory and kinesthetic. This works well in tripods for getting all students to share in different ways.
Thursday, September 18, 2008
Career Blog
http://www.ncpublicschools.org/jobs/details?id=650&p=1&keywords=instructional%20AND%20technology&orderBy=closing_date&order=ASC
The career that I found was an Education Consultant II working in North Carolina which would be great for most of us. According to the website, "The primary purpose of this position is to supervise and align the development, enhancement, assessment, and maintenance of social studies standards and curriculum to 21st century skills at the 9-12 level. The duties of this position include using technology tools; clarifying curriculum goals and objectives; writing and revising documents related to the curriculum; identifying and locating resources; developing training materials and delivering quality training; planning and conducting meetings related to the State Board of Education's initiatives related to social studies; and collaborating with internal and external divisions/organizations to facilitate implementation of the State Board's ABCs plan, No Child Left Behind and other initiatives as needed. Some travel is required.
KNOWLEDGE, SKILLS, AND ABILITIES:An ideal candidate will have a working knowledge of the NC Standard Course of Study for Social Studies; best practices for social studies instruction and how to implement these best practices in his/her classroom or through workshops/training with teachers; computer software programs including Microsoft Office, PowerPoint, Excel, etc.; and should have the ability to collaborate with others in planning, developing, and delivering curriculum materials and training.
Minimum Requirements: Minimum requirements include a master's degree in any of the social studies content areas and a minimum of four years classroom teaching experience. Preference will be given to candidates with experience relating to social studies; or an acceptable equivalent combination of education and experience.Management prefers candidates who incorporate digital literacy into the instructional curriculum and candidates who have experience in public relations, administration, supervision, and national initiatives. "
My Bachelors Degree was in Applied Social Science which would fit perfectly with this job. I don't know yet if and when I will leave the classroom, but for now, I don't think I will be ready to leave. I love my job. :) Once I am ready, I do think I would seek out a field similar to this one.
Grade/Salary Range: 77/$50,940 - $84,691 Max. Salary Available: $67, 816
The career that I found was an Education Consultant II working in North Carolina which would be great for most of us. According to the website, "The primary purpose of this position is to supervise and align the development, enhancement, assessment, and maintenance of social studies standards and curriculum to 21st century skills at the 9-12 level. The duties of this position include using technology tools; clarifying curriculum goals and objectives; writing and revising documents related to the curriculum; identifying and locating resources; developing training materials and delivering quality training; planning and conducting meetings related to the State Board of Education's initiatives related to social studies; and collaborating with internal and external divisions/organizations to facilitate implementation of the State Board's ABCs plan, No Child Left Behind and other initiatives as needed. Some travel is required.
KNOWLEDGE, SKILLS, AND ABILITIES:An ideal candidate will have a working knowledge of the NC Standard Course of Study for Social Studies; best practices for social studies instruction and how to implement these best practices in his/her classroom or through workshops/training with teachers; computer software programs including Microsoft Office, PowerPoint, Excel, etc.; and should have the ability to collaborate with others in planning, developing, and delivering curriculum materials and training.
Minimum Requirements: Minimum requirements include a master's degree in any of the social studies content areas and a minimum of four years classroom teaching experience. Preference will be given to candidates with experience relating to social studies; or an acceptable equivalent combination of education and experience.Management prefers candidates who incorporate digital literacy into the instructional curriculum and candidates who have experience in public relations, administration, supervision, and national initiatives. "
My Bachelors Degree was in Applied Social Science which would fit perfectly with this job. I don't know yet if and when I will leave the classroom, but for now, I don't think I will be ready to leave. I love my job. :) Once I am ready, I do think I would seek out a field similar to this one.
Grade/Salary Range: 77/$50,940 - $84,691 Max. Salary Available: $67, 816
Wednesday, August 20, 2008
EDTC 6010 Blog Initial Question #1
Instructional technology can be defined as the different tools that we use to help us add enhancements to how we teach in the 21st century. So much of what are students are learning is taught in a classroom that could have been taken from 1970. Instructional technology not only incorporates learning for teachers as the learn to use the technology, but allows students to prepare for the world that is actually waiting for them. Recent experience has allowed me to understand that instructional technology goes beyond just computers and extends to other devices such as GPS devices, scanners, PDA's, IPods, cameras, CD players and other electronic mediums. Students still need to know much of what they needed to know in 1970. The only difference is in the presentation of the material as well as instructing students in the use of the technology.
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