Technology Play 4

Describe and discuss the various tools you explored: what you liked or disliked about each one. Consider whether you liked or disliked it for your own personal use or for your students’ use. Select one tool from those you explored to continue to reflect on

Analyze how the creativity tool that you selected might support learning, using the TPACK model. Specifically, describe the content goals/objectives, pedagogical approach(es), and technological affordances of some student work that you might design using the creativity tool you selected.

Identify other ways that students could use the creativity tool you selected.

Explain why it might be important to know about and use creativity tools? What do they offer that other tools (i.e., drill and practice, tutorials, instructional games, etc.) do not offer? Reflect on any tools that you did not like for your own personal use. Can you find any value in using, learning to use, or allowing your students to use tools that you don’t care for personally?

It is important to incorporate and be knowledgeable about creativity tools because they increase student performance and engagement. These tools allow students to create from blank canvases or templates. The tools also require teachers to think creatively because the tools are open ended. I am looking forward to familiarizing myself with Procreate, I have found some useful tips to use it to sketchnote. I am glad this tool is so different than anything I have used because it forces me outside of my comfort zone. Teachers push students outside of their comfort zone daily, so it is important we do the same.

Trends and Issues in IDT

This week's readings were particularly interesting because they challenged me to think outside of my educational background. I found the chapter about Military Education the most interesting because my younger brother served three years in the Army. He has been out of the service for about eight months. Watching his transition from soldier to civilian has been wonderful. The opportunities he has been presented with are unbelievable. Going to the Military was a lifelong goal for him but consequently, he was not a fan of school. Traditional learning was not his strength, he is successful when working with his hands. Therefore, reading that Educational Design is particularly difficult in this sector because a majority of the clients are not familiar with educational principles because their knowledge is based on their personal experience as a student, was a lightbulb moment. My brother was a real life example of that fact. The United States Military's impact is unbelievable and is something that affects everyone's life. Designing training and education for soldiers that could be used in a time of war creates a high-risk environment. Also, there are so many different learning environments designers must prepare for.
Military Education and Health Education have many similarities because they directly affect the greater good for all citizens. Health Education has the potential to train the doctor or researcher that will cure cancer or alzheimers. Thinking about the potential magnitude of change both Military and Health Education have it is imperative that both Military and Healthy Designers are efficient and innovative.
In the private sectors, Businesses use instructional design to perfect their business practices. Unlike Military and Health Education businesses want to work better, faster, and cheaper. Businesses want to address a performance gap, not necessarily think long term.

To prepare our youth for unprecedented challenges we must teach them to be problem solvers. Typing my solution out seems like the obvious answer but it is more complex than it seems. Teaching our youth to think creatively or out of the box is very challenging because it goes against the traditional learning their parents received. I have taught for four years. My first year to teach, McKinney ISD adopted the new Math TEKS early. As a first year teacher, I wasn't prepared for the negative backlash parents would have because the new TEKS required students to solve math problems using various strategies. Many of the complaints from parents included, "Well I didn't learn math this way and I turned out fine." I am not a parent but to expect your children to learn in the same way you did when cell phones were as heavy as a brick and Blockbuster was where you rented movies is naive. Our children are digital natives, they use iPads or Netflix from a young age. They don't read directions, they figure it stuff out by pushing buttons or watching a YouTube Video. Teachers will never be more entertaining than YouTube. So a teacher or administrator you must realize your competition for children's attention. Educators also need to incorporate open-ended activities allow for creativity. MakerSpace and Genius Hour are to programs that allow students embrace their creativity and allow them to learn based on their interests. The first time I took my Kindergarteners to our Makerspace, I was amazed at the creative ways they were able to turn pipe cleaners into police badges. Our schools need to embrace the future to prepare our youth. Our educational system allows for so much diversity, which is a double-edged sword. Some schools have everything including motivated teachers and other schools lack resources but have the motivated teachers. The United States has made efforts to require schools to create engaging lessons through No Child Left Behind. As a teacher, I didn't realize No Child Left Behind addressed anything other than standardized testing. I find it fascinating that Korea had included government policy supporting instructional design.

Technology Play 2

E-Portfolios allow developing professionals to curate their learning over time. Electronic Portfolios are a perfect fit for lifelong learning because they are more permanent than paper. They also allow many different types of media to represent student learning and allow for more student mastery of learning goals. Traditional assessments can fit into an E-Portfolio but they are not the entire Portfolio. As part of my undergate program at Texas Tech I created an E-Portfolio using Taskstream. I found the work very boring because the limitations didn’t allow for creativity. I prefer to create an E-Portfolio because it allows me to show potential employers my work using a technology platform. In the creation process I am allowed to explore different technology which results in meaningful learning. This week I attended a Google Syndicate Professional Development and it exposed me to Google Sites. During our exploration time I used Google Sites and was amazed at how easy it was to use. I use Google Suites almost daily so I decided Google Sites would be a great fit for me because I have Google Schema. I would not select a different tool for my students to use because it is very user friendly, and my students have a basic understanding of Google Suites. Google Sites uses a drag and drop method and is very user friendly. The hardest part is creating subpages for a page of the website. Google Sites also allows you to add multiple editors to a page, which allows grade level teams to collaborate when curating or creating. Morgan Montano’s E- Portfolio

Evaluation

Chapters in Section III discuss evaluation in instructional design and provide you with three evaluation models: CIPP, Five-Domain, and Kirkpatrick’s Training Evaluation model. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction. The evaluation process incorporates two features. The first feature involves testing based on objectives. The second feature involves data for instructional decision making. According to the textbook evaluation is “the process of determining the merit, worth, and value of things, and evaluations of the product process” (Johnson 2012). Johnson also defines merit, worth, and value. I found Johnson’s definition of merit interesting because it distinguishes intrinsic value. Evaluation is essential in education because instructional strategies and content are constantly evolving to best reflect our society. With an efficient evaluation process instructional design can fit the needs of learners. When evaluating instruction using Brinkerhoff’s Success Case Method you are combining case study and storytelling. This evaluation process follows five steps focusing on discovering training and intervention success. During the first step evaluators “focus and plan the success case study” (Johnson 2012). During the second step of visual impact model, construction of goals and results are created. During the third step research is conducted using anonymous surveys. During the fourth step interviews with success cases are conducted. Interviews are conducted using open ended questions to obtain evidence. During the final step communication of the findings is reported. “Brinkerhoff emphasizes that success case evaluation results must be used if long-term and company wide success is to result” (Johnson 2012). This evaluation method studies successful learning cases to gain insight and knowledge. When evaluating instruction using Patton’s Utilization- Focused Evaluation, focuses on judging instruction based on the way it used. There are ten steps in this evaluation process. First, a readiness assessment needs to be conducted. Second, primary users are identified to develop relationships with. Third, situational analysis is conducted. Fourth, primary intended uses are identified. Fifth, evaluation is focus. Sixth, the design process for the evaluation is started. Seventh, data collection and analysis of evidence. Eighth, continuous facilitation is required to ensure findings are useful. Finally, evaluation of the evaluation is conducted to ensure findings are used. I am going to evaluate my instruction using Stufflebeam’s CIPP Evaluation Model. When looking at context evaluation I create pre-assessments to determine the needs of my students. My Kindergarten Team assesses students prior to the first day of school using a screener. When looking at input evaluation, questions are raised based on screener data for both instruction and class placement. When evaluating students for classroom placement two factors are considered, behavior and academics. When looking at process evaluation, our screener is edited and adjusted yearly to ensure valuable data is collected. When looking at product evaluation, the kindergarten screener is used throughout the year for progress monitoring guidelines and academic growth. Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. Should return on investment and management of resources also be considered in evaluations of instructional programs? What other measures should/could be considered? Return on investments and management of resources should be considered in evaluations of instructional programs. Public Education is funded through taxes, in my four years of teaching McKinney ISD has held two bond elections. One of these elections was held for a tax increase to allow for renovations, technology, and security. Many citizen questioned the value of technology due to the cost. Having data to support the return on technological investments would allow all of the stakeholders to see its value. Part of analysis should always include data collection following instructional adjustments. This documentation allows for improved instructional design. Building this data collection allows convenient access to this information year round. Section IV focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning. Not all problems in learning and/or performance require an instructional one. Many times a non-instructional approach is a more appropriate solution. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. Would better performance support systems, knowledge management systems, or opportunities for informal learning solve the problem? One problem I would love to address is my students’ ability to retain. To ensure content retention, instruction must require authentic application. Teaching Kindergarten, I have found that authentic application is difficult because the ability level in my classroom is varied. Unlike other grades Kindergarten, the precursor grade, is optional. Therefore, you can have students that have been in a classroom setting and some that have never left their parents’ side. This variety of ability level results in a classroom where differentiation is needed for success. However, differentiation requires a level of independence that not all students immediately posses. Using the Taste Wine method, I create anchor charts to display around the classroom. Anchor charts allow students to informally learn. In Kindergarten a typical anchor chart includes pictures more than words. My favorite teaching feelings occurs when students are roaming the room looking for learning on anchor charts we previously created together. Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston: Pearson Education.

Technology Play 1

Explain how you arrived at your definition. What blog sites did you play with? What features did they have in common? How do blogs differ from other technologies (i.e. glogs, vlogs, or perhaps discussion boards or a typical web pages)?


Blogs are creative outlets, businesses, journals, and place to meet others and network. I researched WordPress and Blogger. WordPress offers creative control on literally every aspect of the blog. For a first time blogger, I found it intimidating due to my lack of knowing what I want from a blog. In the last couple of weeks I have explored Blogger in Learning with Technology. Blogger is connected to Google so I found it easy to use. WordPress and Blogger are similar because they both offer templates and variety of plans to accommodate all blogging needs. After comparing the two sites side by side I found WordPress to be favored by many people. At this time I am using my blog to house my Master’s Program Data. So at this time I have made the decision to go with Blogger. I am hoping to be able to use this one blog for my entire Master’s Program so I am able to reflect on my education. Blogs are different than other technologies because they require you to have your own voice. Through your writing you are potentially showing millions of people who you are but they may not always interpret your personality the same way. However, with video blogs I think it is easier to show your personality.

Moving beyond identifying features, reflect on the affordances of those features for learning. Think about yourself as a learner in this course, creating this blog post (the first of several more to come in the next few weeks). What do the features of a blog afford or allow you to do as learner? And how do these affordances differ from other technologies?

As a learner blogs allow you to reflect on your learning because all of your course work is housed in one place. When posting to discussion boards, you eventually lose access to University Programs. Losing access to that learning is avoided when using a blog.

Based on your analysis of blogs from the perspective of a learner, reflect on how you might use blogs to support learning in the subject you teach, describing student work that you might design using blogs. Use the TPACK Model to identify each aspect of the work:  

Content--What content or learning objectives or content standards could you address? What is the desired level of thinking in the objectives/standards according to the categories detailed in Blooms Revised Taxonomy of educational objectives?

Teaching Kindergarten I would use a blog to house games for various subject areas. The blog would basically be a curated list of games and activities students would be able to play during centers.

Pedagogy--What pedagogical stance (or which learning theories or theorists) does this work support? In other words, whose “shoulders” did you stand on? Is the approach based on your own experiences as a learner (i.e. you’d use the technology to teach in ways that you’ve been taught)? Or can you identify a theory or approach to teaching and learning that you’ve encountered in your classes, your interaction with other teachers, your professional development (in-services, conferences, workshops, etc)?

Blogging supports the constructivist theory because the possibilities for blogging are endless. Due to these limitless possibilities bloggers can do a variety of things.

o   Technology--What affordances did you identify for the technology selected? Justify the match of your pedagogical stance/strategy with the technology affordances and the content objectives/standards.

I use blogs for networking and ideas on a daily basis. The education blogging community is what inspires me to be a better teacher.

Identify any obstacles to using this tool to support learning. What makes this tool worth using even with these obstacles?

Blogging lends itself more to upper grades where students have a high writing ability. However with an out of the box idea, blogging can be used with younger students. I just haven't quite figured out that idea yet.

Models of Learning and Instruction & Theories

1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

After reading this week’s chapters I was still unclear of the definition of Epistemology. As a result of more research I was able to gain a better understanding. According to the Stanford Encyclopedia of Philosophy, epistemology is “the nature of knowledge and justified beliefs” (Steup 2005). The Stanford Encyclopedia of Philosophy also suggest Epistemology attempts to answer three questions: “What are the necessary and sufficient conditions of knowledge, what are its sources,what are its structure and limits” (Steup 2005). I think that epistemology is a way for educators to evaluate learning theories and models.
B.F. Skinner’ behavioral theory, “believes that learning can be understood, explained, and predicted entirely on the basis of observable events, namely the behavior of the learner along with its environmental antecedents and consequence (Driscoll 2012). The behavioral learning theory is empirically based. “Like behavioral theory, information processing theory regards the environment as playing an important role in learning (Driscoll 2012). The main difference between the information processing theory and behaviorism, “is in its assumption of internal precedes within the learner that explains learning” (Driscoll 2012). Schema theory, “knowledge is presented in long-term memory as packets called schema” Driscoll 2012). “The evolution of cognitive load theory has focused increased attention in the instructional design field on learning of complex, cognitive skills (Driscoll 2012). The context of learning is important in information processing theory. In the stimulated learning theory relies on “social and cultural determinants of learning” (Driscoll 2012). Gagne’s theory of instruction “integrated and comprehensive theory of instruction that is based primarily on two foundations. The two foundations are cognitive information processing theory and Gagne’s own observations of teachers. The last theory is constructivism, this theory focuses on the inside of the learner, rather than the environment. Behavioral and cognitive information processing theory are results of research in the field of psychology. Both provide structure and guidance in the instructional design field. With time, more abstract schools of thought began to influence the instructional design field, constructivism, schema theory, and situated learning. These theories challenge educators and designers to create lessons outside of their comfort zone.


2. Chapters in this section discuss three contrasting epistemic 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.

I am a relativist because there is not a cookie cutter way to be an educator. The beauty of education is many different people, with different experiences can create their strategies to educate their students. Teaching is a career field that is better with the collaboration of a team. If everyone on your team believed the same thing life would be boring. People have different strengths and weaknesses, an ideal working environment for me involves a team that has a variety of strengths and weaknesses to ensure success in a variety of areas. However, I do think it is important to have a common vocabulary and common instructional strategies to base your own ideas on. In my experience, I prefer instruction based on positivist beliefs because I am afraid of failure. Positivists believe in a more black and white environment that allows you to be more aware of failure. I think it is important to fail, because it is more realistic. In my four years of teaching I have learnEd that it is important to fail because growth  comes from failure. As an instructor I want to create an environment that allows my students to fail in a safe way.


3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

Problem solving approached from the behaviorist perspective includes adjustment to interventions that yield that same results. Early instructional feedback was based on behaviorism. “Unfortunately these designs were boring to learners” (Driscoll 2012). Problem solving based on constructivism operates more on planned problem solving activities rather than unpredicted problems. Instructional designers create the problems ahead of time to challenge and guide students. This process creates a higher demand for educators but allows them to be a “guide on  the side” for their students (Driscoll 2012). With the implementation of TTES, constructivism fits perfectly because it aids in the shift of control from the instructor to the learner. Learner motivation in constructivism is key to it's success rate. Creating authentic experiences in problem solving aids in students motivation. In McKinney ISD, we teach science and social studies using Project Based Learning. Creating a relevant and exciting hook is key to student motivation for the entire project. Most hooks we attempt to have someone from the community involved in the project, this increases the stakeholders from the children’s perspective. After creating an engaging hook, it is important to create research resources at a variety of levels to ensure motivation for all learners.

Steup, Matthias, "Epistemology", The Stanford Encyclopedia of Philosophy (Fall 2016 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/fall2016/entries/epistemolo

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston: Pearson Education.

Defining the IDT Field

 To Me Educational Technology is the use of devices and programs to make content accessible to all students, through the creation and use of curriculum tools and programs. Educational Technology allows educators to collaborate and create with other educators across the country. Educators are now able to follow each others journeys using blogs, Pinterest, and Teacher Pay Teacher. In chapter one, a variety of definitions of Educational Technology are presented, over time the definition has changed. Throughout the first chapter one overarching idea stuck out to me, flexibility. To work in an ever changing field such as Educational Technology one must be flexible to be successful. Robert Reiser states that defining the field of instructional technology is difficult, "because the field is constantly changing (Reiser 2012). When comparing my definition of Educational Technology to AECT's the noticeable difference is the inclusion of ethical practice and my lack of considering it a defining part of Educational Technology.  I think this is becoming more important in our daily lives as technology shifts from a want to a need. The management of created resources is something many educators overlook because of the new internet age. Specifically using Teacher Pay Teacher one must buy licenses based on want to share with others. Today copyright is tricky based on new technological advances.  My definition of educational technology has never included the use of instructional media such as movies. Growing up I have always had access to movies so I have never thought of them to be part of technology. When I design my lessons I usually include a short video for entertainment purposes. Videos allow me to trick my students into learning and laughing simultaneously. Looking back on my self evaluation on TTESS I could say that I used technology daily, and plan to remember this part of the definition moving forward. My experience in Educational Technology is directly shaped by the district I teach in, McKinney Independent School District. McKinney invests in technology for both students and staff members. In my kindergarten classroom I have ten iPads, four mac minis, an ESPON board, and a MacBook Pro.  I am very lucky to work at a campus that is rich with technology resources including a MakerSpace. Not only do we have devices, we also have access to a variety of programs to aid our instruction and planning. My initial interest in Educational Technology came after attending a Region 10 Digital Fluency Training. In those four days I was exposed to multiple resources and ideas to implement using my classroom technology. After this training I shifted my mindset from technology as a single road to a map with various way to reach the final destination.

My last year to teach second grade, I used a gamification Google Sheet for my students to practice for the MAP Test. The MAP test measures growth in math, reading, and science. The assessment is personalized based on each student, allowing for growth above and below their grade level. The Google Sheet allowed students to view instructional videos and answer questions based on their MAP scores and goals. This allowed me to have students work at their academic level all the same time. Based on the six characteristics of instructional design, my project's strength was creating a student centered program based on individual MAP goals. My project's weakness was lack of goal orientation for all students. At times motivating all of my students to practice for  their MAP scores was difficult because the goal was long term and eventually the game lost its initial sparkle. The one design change I would add to my project is more short term goals and rewards based on goal achievement.  Adding short term goals would have allowed motivation to maintain interest throughout the project.

In chapter three Reiser separates teachers, textbooks, and chalkboards from media. I believe this is because throughout changes in education and Educational Technology the three factors that remain consistent are teachers, textbooks, and chalkboards. Throughout the years, chalkboards have evolved to become a part of instructional media through SmartBoards and ESPON boards. However, after reading more about Instructional Design, I believe teachers and textbooks fall into this category due to the development of presentation instruction to learners. Teachers can use flipped classrooms to present information to students.  Textbooks have created online resource banks to present lessons online rather than traditional reading.


Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston: Pearson Education.