Week 8 Reflection - How does ID apply to education

The second part of our assignment was to look at the world of Instructional Design/Technology in business and industry and see how some of those ideas could apply to our line of work.
Instructional Design/Technology has some ideas that are also useful in the education world. One idea that the two share is the benefit of interacting with other professionals formally and informally. As a student teacher, I remember being told “teachers steal”. I remember being told that a great way to find new ideas is by stealing ideas from others. Teachers can discuss ideas in person with co-workers as well as learn new ideas and resources on the Internet from the many useful teaching websites.
Another idea that the two professions share (ID and education), is the idea of being sensitive to different cultures and backgrounds. This is absolutely necessary in the classroom. As a teacher, you must know what you’re working with; you must understand your students. One way to do that is to understand their ethnicities, socio-economic backgrounds, family life, and life experiences. Our students come from all different backgrounds and just as it is for IDs, it’s important for teachers to be sensitive to those backgrounds. When teaching about different topics we need to be aware of our clientele. We need to make sure that we teach the truth without offending or insulting any of the backgrounds. Furthermore, teachers must understand their students’ culture in order to form better relationships with them. A good teacher-student relationship is arguably one of the most important parts of creating a well-managed and inviting classroom.
The last idea ID has that I think would be useful in the education world is the idea of Web-based training. I think if more training were provided virtually, many teachers would be willing to get involved. This type of training would open many opportunities for teachers. I know for myself, I will stay away from training if it means I will have to give up a day in my classroom or travel a long distance. Virtual PD would help both of these issues.

Using Google Maps in the Classroom

                  Part of our assignment this week was to come up with a lesson idea for our students using maps.  In thinking about my 3^rd grade curriculum and our school, I came up with a few different ideas.

1.  Every year, the 4^th grade students in our building take a trip to Mackinac Island in the spring.  I think one great activity would be for the students to create a map of the different places they will visit in Mackinac Island.  They can landmark the important points that they will visit and include links to websites that provide more information about each of the landmarks.  In doing so, the students would learn more about the places as well.  To begin this lesson, I would show them the different features of the Google Maps page and allow them some time to get familiar with the site and the different tools.  Next, I would provide the students with an itinerary for the trip (they would need to know the name of the different locations we would be visiting).  After seeing the itinerary, I would give my students time to find different websites that provide more information about the different locations that we would be visiting.  This way they can have websites prepared when it is time to go to create their Google Map.  Finally, students would be given several lab sessions to create their map along with links to the different locations.  I think this lesson would provide students a good technology lesson, good background knowledge for their trip to Mackinac, build anticipation, and provide motivation for those students who need to get more accomplished or improve their behavior in order to go on the trip.

2.  My next ideas all sort of go together.  Being a 3^rd grade teacher lends itself quite well to this assignment because we teach about Michigan.  Again, one of the first tasks would be to familiarize students with Google Maps and the possibilities that it provides.  I would show students several tools while they have it in front of them to try out themselves.  Then I would allow them time to simply explore on their own using the tools I discussed and other tools available.  Prior to exploring Google Maps and as a part of our Social Studies curriculum, we would have discussed several different things related to Michigan.  For example, we will have discussed Michigan’s natural resources (especially things like iron and copper that are important to Michigan) and where they can be found.  Thus, one idea would be to create a map of the natural resources in Michigan and where they can be found.  Another idea would be to create a map of Michigan’s attractions.  Last year, I had my students create brochures for the different cities that hold some of Michigan’s attractions, but creating a map that identifies the many different attractions we have in Michigan would be very useful.  Finally, in the 3^rd grade curriculum, we discuss different Michigan products and where they are produced.  To go along with this, the students could create a map that indicates the products made by Michigan and where those products are mainly produced. 

View Products made in Michigan in a larger map

Week 7 - Podcasts reflection

Chapter 14 in our textbook discussed Human Performance Improvement.  If provided definitions for the term and some discussion on how HPI has evolved over time.  They say that HPI was a likely next step in the growth and improvement of a company.  The mission of HPI according to our textbook is, “to achieve, through people, increasingly successful accomplishments directly tied to organizational goals, that are valued by all stakeholders, including those who perform, their managers, their peers, the organization as a whole, shareholders, customers, regulatory agencies and even society itself.”  In order to accomplish this mission, HPI calls for the “analysis of performance gaps, design and development of appropriate, economical, feasible, and organizationally acceptable interventions through to implementation and long-term monitoring and maintenance of these interventions…”  In my opinion, this sounds a lot like what is already done in schools with teacher evaluations and with the evaluation of students.  Teachers (especially new teachers) are evaluated based on their performance in four different areas (professionalism, organization/management, student growth and ).  A teacher’s evaluation is based on documentation provided by the teacher as well as observations by their authorities.  If a teacher does not meet the Highly Effective or Effective ratings, then he/she must be provided additional assistance in order to meet those ratings.  Similarly, with students, teachers identify their gaps and create interventions/modifications in order to meet their students’ needs and to help get them the training they need to be successful.  Another similarity to teaching that I found was when the chapter discussed apprenticeship as being an early performance improvement strategy.  They defined this as learning through observation, instruction, practice and feedback.  That is exactly what teachers go through in their student teaching.  Furthermore, the chapter discussed PIPs (Performance Improvement Plans).  These sound very similar to what my school calls and IDP (Individualized Development Plan).  We could use these tools to see what training is necessary just as Gilbert’s Behavior Engineering Model and the International Society for Performance Improvement were used for.  Overall, HPIs objective is to elicit the best from each individual employee by providing employers a means for rating them and a plan of action for those who do/do not meet the optimal requirements.  This sort of system is useful in any line of work and is also useful in a classroom.  Teachers must try to get the best from their students.  If students are not giving their best, there should be a behavior management plan/intervention plan in place to deal with that and if students are performing up to their potential, there should be some positive reinforcement as well.

Another part of our task this week was to find several Podcasts that we find interesting and/or useful.  I found the three below:

• Poem a Day – feed://www.sonibyte.com/rssfeed/poem/4.xml - This podcast is a compilation of different poems.  It would be a great way to quickly include poetry everyday.
• NPR Education – http://www.npr.org/rss/podcast.php?id=1013 - This podcast is created by NPR (National Public Radio).  It compiles the discussions on education that take place on the different NPR broadcasts.  It discusses all parts of education; bullying, government influence, education in prisons, etc.
• Teacher Created Materials – www.tcmpub.com/podcasts/ - In addition to the discussions on vocabulary, writing instruction, discussions on repeated reading, making words, etc.; this reading podcast contains handouts on different hot topics such as differentiation, repeated reading and fluency.

I see several possibilities for Podcasts in the classroom/school setting.  Creating a Podcast would allow teachers to put lessons online so that students can watch/listen to them at home.  This would be especially useful for students who were absent or for times when students may need extra support on a topic at home while they work on their homework.  Plus, this would be one more communication tool between teachers and parents.  We teach things differently today than they were taught in the past.  It is not uncommon for parents to feel confused and unprepared to help their child with homework at home.  Having the Podcast would provide parents with a quick explanation of how their child is being taught at school and the vocabulary teachers are using.  This way, parents and teachers can have a common language when teaching students.  Another use for Podcasts in the classroom would be a form of review.  I envision students broadcasting their understanding of different topics or questions throughout a unit (of any subject).  When a unit is over, students could then go back to those Podcasts to review for their upcoming test.  Finally, if you were to find a useful Podcast that fits the needs of your school’s students and teachers, I think Podcasts could be used for professional development opportunities.

Educational Podcasts

Poem a day – feed://www.sonibyte.com/rssfeed/poem/4.xml - This podcast is a compilation of different poems.  It would be a great way to quickly include poetry everyday.

NPR Education – http://www.npr.org/rss/podcast.php?id=1013 - This podcast is created by NPR (National Public Radio).  It compiles the discussions on education that take place on the different NPR broadcasts.  It discusses all parts of education; bullying, government influence, education in prisons, etc.

Teacher Created Materials – www.tcmpub.com/podcasts/ - In addition to the discussions on vocabulary, writing instruction, discussions on repeated reading, making words, etc.; this reading podcast contains handouts on different hot topics such as differentiation, repeated reading and fluency.

Week 6 - Theories and Models of Learning and Instruction

In our reading this week, we explored several different theories of learning.  Our task was to look at three of these theories and describe the nature of the instructional activities we would use if we were adhering to those theories.  The three theories I chose are Cognitive Information Processing, Gagne’s Theory of Instruction, and Constructivism.

1. Cognitive information processing changed the perception of feedback from previous ideas.  Cognitive information processing theory gave feedback two purposes.  First, feedback let students know if they were correct in their response or performance.  Second, feedback provided learners with corrective information so that they could change their response or performance.  Furthermore, cognitive information processing placed an increased emphasis on prior knowledge.  Some strategies that are said to be useful are drawing learners’ attention visually by using boldface type, italics, or graphical diagrams and imagery to help learners make meaningful connections between their prior knowledge and the new information.  Another suggested strategy is for teachers to provide different kinds of examples or problems in different contexts to help learners apply the knowledge.  If I were to teach a lesson on calculating and comparing unit costs, I think doing all of these things would be necessary.  Students would need to be given visual diagrams to help them analyze and compare different brands of the same products.  They would need to see different ways of organizing all of the information so that they can help to make sense of it for themselves.  It is the goal of all teachers, that after teaching a skill, students are able to apply that skill to different situations.  Thus, I would try to provide students with a variety of examples (using real-world products, prices, etc.) to help them apply their knowledge.
2. Gagne’s Theory of Instruction is based on five different categories of learning (verbal, intellectual, cognitive, attitudes, and motor skills).  He says that these different learning categories require different learning conditions.  That makes a lot of sense, depending on the outcome you are expecting, your teaching approach will differ.  What I really find useful in Gagne’s Theory are his nine events of instruction.  The steps are similar to the steps many teacher follow in their lessons.  The first step is the attention getter.  When introducing a new topic like calculating and comparing unit costs, the teacher needs to do something to catch the students’ attention.  I usually try to gain attention by showing students how this new knowledge will be useful in their life.  Next, the teacher tells students the teaching point.  The next step is sometimes a part of my attention getter because students find things easier to learn if they already have some prior knowledge, so getting their attention while also showing them that they have some related knowledge already helps students to feel less pressured.  In a lesson about calculating and comparing unit costs, I would show my students that they already have some of the skills to do this.  Gagne’s fourth step is also a part of my attention getter.  As I said, I like to include how this knowledge is useful in the real world as an introduction to a new skill.  Many students want to know why they have to learn something and I find it useful to tell them right off the bat so they can find meaning in what they are doing.  Modeling is an important part of any lesson and that is what I see Gagne’s next step as being.  Especially when something is new to students, they need to see the process of solving similar problems.  After modeling how to solve a problem in calculating and comparing unit prices, students need to try it themselves.  However, they should not be sent to do it individually, instead, they should do what’s called a guided practice.  The class solves it together but the students are doing the steps on their own paper.  Next, students can be presented with different problems for practice.  With each practice, students should be provided feedback so that they have a chance to correct any misunderstandings.  Eventually, after teachers feel students have had enough practice, students should be assessed on their knowledge.  It is then the teacher’s hope that the student can apply and this knowledge to more complex situations.  Some teachers may provide activities in which the students would be asked to use this knowledge in a real life application.
3. Constructivism is the last theory I chose to explore for this assignment.  What drew me to it is the use of “authentic activities,” collaboration, and student responsibility.  In the Constructivism approach, the idea is to design complex learning environments that include authentic activities, collaboration, students regulating their learning and goals, and students reflecting on their learning.  I see this as being somewhat of an inquiry-based learning environment.  The teacher provides situations for learning by presenting students with problems, in this case several brands of several products.  The students then are in charge of collaborating to determine the unit cost of each product.  In the end then, the students reflect on what they did and what they learned, expressing their new knowledge to the teacher.  I see the reflection as a way for the students to work out and finalize their understanding as well as a way for teachers to assess students’ knowledge.  The teacher will see if students had any misconceptions in their reflections.

So many great places to eat and enjoy your time!

View Larger Map

Some videos to use for teaching!

Preamble to the U.S. Constitution

3 Branches of Government

How a Bill Becomes a Law

We made it on TV!

MSU vs. IU (MSU did pull it out in the end even though the score says we're losing here)

Week 5 Reflection - Instructional Design and Technology Scenario

An experiment in which students and teachers were all given computers, curriculum materials, and wireless Internet access 24/7 would have little impact if the teachers were resistant, the equipment/media was poor, and the costs to maintain it were high. 

While being given all of these materials sounds amazing, I can see a project like this being unsuccessful if teachers are not provided adequate training on how to use the materials effectively.  When new things are just thrown at teachers without support as to how to use it, many teachers become resistant because they feel it is “one more thing” they’re expected to do.  I witnessed similar resistance at my school, when all math teachers in the district were given iPads in a grant from PROMS/E.  Some teachers felt they were being given “one more thing” they HAD to use and do.

Another reason I see a project like this not being effective is if the instructional media is not up to par.  For example, if all it does is provide a book on a computer that students already have in hand, it is not providing anything more than what they already have.  It’s like when television programs were unsuccessful as educational tools because all they did was simply put a teacher on TV.

Furthermore, a project like this may be unsuccessful if the cost to maintain/repair the equipment is high and if money is not allotted for these tasks.  If something happens to a teacher or student’s computer and there are no means for maintenance, you can no longer make this the only form of instruction.  In addition, what if there are troubleshooting issues and someone is unable to access information while their computer is being fixed? 

A project like this has great potential for having a large effect on instructional practices.  However, it does have its limitations.

In order to limit the factors that make a project like the one mentioned above (teachers and students given 24/7 use of laptops, curriculum materials and Internet access) less effective, there needs to be proper training and discussions for teachers, designs for implementing the project need to be tested, and the design needs to accommodate the interactive capabilities.

         Teachers need to be provided proper training in a project like this so that they know what is expected of them.  In addition, they need to be provided examples of effective uses of the media and time to put these plans into action.  As this chapter stated, “…effective use of media for instructional purposes requires careful instructional planning.”  Furthermore, many teachers are looking for ways to make their lessons authentic.  Thus, they need to be shown how to create these real-world experiences using the technology.  Finally, to make to tool even more effective, teachers need to be shown how to use it as an interactive tool between student and teacher, teacher and teacher, student and student, and student and content.  It would also be helpful to discuss ideas for the project with teachers before throwing it at them.  Many teachers become resistant if they are told to do something rather than being a part of the implementation process.

         I think it would also be useful to test designs for the project before implementing it.  It can be a sort of formative evaluation.  Allowing people to try out first in order to work out the kinks, will help to make a huge transition like this go more smoothly. 

Finally, the last way to make a project like this effective is to make sure to use new instructional design models to accommodate the interactive capabilities.  One thing that makes technology so great today is how interactive it is.  Teachers and students need to be shown how to use it this way in order for a project like this to be successful.

Photo Sharing Site

My flickr page

Week 4 Reflection - Social Bookmarking

Having played with my social bookmark tool a small amount, I can see it impacting teachers and students in a few different ways.  First of all, it would be a wonderful way for teachers to connect and share their favorite sites.  As I began to play with my site, I thought to myself, “What sites to I use often?”  I realized that most of the sites I use on a consistent basis are teaching websites.  For that reason, my social bookmark has mostly school related websites.  I put links to the websites I use most and find the most useful. 

Additionally, using a social bookmarking website would be a wonderful communication tool for students, parents, and teachers.  On my school website, I have a space for useful websites.  However, linking students to my social bookmark would be much easier because it is so easy to add sites and find new sites.  I would be able to go to the same place to find useful sites and then link them for my students.  Plus, parents would then have access to websites that reiterate what we are teaching in school.  So many times, especially when discussing math, I have parents say, “That’s not the way I learned it.  I’ve been teaching them (their child) the old way I learned and it’s more confusing to them!”  Thus, using this social bookmarking tool, I could not only put links of activities for my students to use at home, but also links to places where parents can get explanations for the new teaching methods we use. 

The last way I see myself using this social bookmarking site is simply for me.  Whenever I use a different computer, I forget that it doesn’t have my bookmarks on it!  I am so accustomed to simply having what I need right there.  Therefore, when I use a different computer and don’t have the websites I want, and of course I don’t remember the URL, I get frustrated.  With this tool, I can eliminate that frustration because I can get to all of my favorite sites simply by remembering my social bookmarking site.

In addition to creating a social bookmark this week, we read the first chapter of Trends and Issues in Instructional Design and Technology the 3^rd Edition by Robert Reiser and John Dempsey.  This chapter discussed the various definitions the field of Instructional Technology has had over the years.  After reading the chapter, I found that my understanding of the profession was still connected to the first definitions of the field.  When I think of Instructional Technology, I often think of the different pieces of “media”.  I think my understanding of the field fell right along with the definition from the 1970s.  The first part of that definition says, “In its more familiar sense, it [instructional technology] means the media born of the communications revolution which can be used for instructional purposes alongside the teacher, textbook, and blackboard…”  I guess that’s how I viewed Instructional Technology, as the media a teacher can use to help reinforce the lessons.  Many of the definitions included that the technology should be used to improve learning.  All of that made sense to me, that is how I saw the field. 

As time went on, the definition placed more focus on a “systematic design process”.  The 1977 definition discusses using technology to analyze problems.  It says, “Educational Technology is a complex, integrated process involving people, procedures, ideas, device, organization for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning.”  This definition brought about a lot of questioning as to whether I use technology properly in my classroom.  Am I using it as a way for my students to analyze problems?  I would like to do that, but how?  For me to better understand how to do that I need to see or hear an example of what that looks like. 

As time went on there were several more definitions, one in 1994, one in 2008, and one created for the textbook.  The definition created for the textbook made sense to me.  It said, “…the management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions…” I love that it includes, “intended to improve learning”.  As teachers, why would we do anything unless it is intended to help improve our students’ learning?  That’s why I think that line makes a lot of sense in the definition.  The definition continues to say, “Professionals in the field instructional design and technology often use systematic instructional design procedures and employ instructional media to accomplish their goals.”  This line hit home too because I think it reverts back to the definition from 1970 where it discusses using media to accompany lessons.  It seems more like my vision of Instructional Technology.

There were some things that surprised me in this chapter and in reading the definitions.  The first surprise being that I have had an incomplete understanding of what exactly Instructional Technology is.  I have always thought of it as what this book calls Instructional Media.  The other major surprise to me was that the newer definitions of Instructional Technology seem to be more differentiated and student based.  The 2008 definition is where this really stood out to me.  The definition reads, “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”  The term “facilitating” stood out.  To me, that means that my students would be using technology to create a more inquiry based learning experience and my job would be to simply facilitate that learning.  The book states, “The new perspective [definition] recognizes the important role that learners play in determining what they will learn, regardless of the instructional intervention they are exposed to.”  This surprises me most because I’m not sure that’s how it is used in the classroom.  I think for the most part it is used as a supplement to other learning.  Furthermore, this definition alludes to a deeper goal of technology to get students past simply gaining knowledge to a place where they can apply the knowledge.  That is such an important goal, a goal I know all teachers have in teaching, but also such a difficult task.  How do we get these kids to see how what we are teaching applies in different situations?  Hearing this definition brought back all of those questions again, how am I using technology?  How can I use it more efficiently?   And most importantly, how can I use technology to help my students start to apply knowledge rather than just gain knowledge?  This is what I would like to learn in order to improve as a teacher and to better prepare my students for their future in a world filled with technology.