New Directions for Instructional Design and Technology

1. Distributed Learning

• Distributed learning www.library.cornell.edu/DL/tutorial/tut_2.htm
• Hybrid classes www.mcli.dist.maricopa.edu/ocotillo/hybrids/what.php
• Skills-based learning www.thegrid.org.uk/learning/1419/skills/#2
• Virtual classroom http://education.qld.gov.au/learningplace/onlinelearning/virtual-classroom.html
• Knowledge-based learning www.ehow.com/about_5403738_knowledge-based-learning.html

2. Reusability...or the lack thereof...

In trying to think back on a class that I have taken that didn't have good reusability, I hit a road block. That doesn't mean that all of my educational experiences have been awesome and useable on a regular basis, but I just can't think of an obvious example right at this moment (On December 18th I will probably shout, "Aha! My _____ class would have been a great example of a course with poor reusabililty" but that doesn't help me much now☺). What does come to mind is a training I recently had for our church auction where I and others had to learn how to enter the information for all things purchased at the auction and country store into a spreadsheet and how to successfully complete a credit card transaction online. The woman who facilitated this training course didn't allow us to have any practice working in the spreadsheet with her supervision. She spent her time showing us what to do by doing the tasks herself and then turning her laptop computer around so that we could see what she had done. I left the training feeling somewhat prepared but not totally confident in my skills/abilities. On the night of the auction I ran into a few snags while trying to enter information into the spreadsheet (I was the only person actually using the computer)--some of the formulas were incorrect and weren't totaling the purchases correctly. Having very limited experience with spreadsheets up until now, I didn't have much in the way of troubleshooting skills. I had to track down someone else who was also at the training so we could work together to figure out a solution to the problems we found. The same problem was found with the credit card transactions. The training we had only consisted of screen shots of the various steps in the credit card process that had been printed out on paper and stapled together. When the time came to actually run a credit card purchase, all went rather smoothly except when I tried printing out a receipt. All in all the evening went well, but I feel that training could have been much more beneficial had we been given the chance to work on a computer during the training so that we could practice entering information, creating formulas, etc.

3. This is a video I found on YouTube that shows different examples of rich media found on the MSN home page.

4. As a wife and mother, I know laundry. What I hadn't realized is that I have been laundering examples of nanotechnology. What I discovered while researching this topic for this assignment is that stain-resistant clothing is a form of nanotechnology. I am always looking for clothing that is stain-resistant, wrinkle-resistant, etc. to help make my life a bit easier in the laundry room. My husband and child both react strongly to mosquito bites--the bite sites swell up into horribly itchy whelps. While shopping one day, I came across a 3-button golf shirt that boasted a built in mosquito repellent that would last even after multiple washes. I bought that shirt for my husband, and he wears it despite the fact that it is purple--he looks quite handsome, I might add☺. Now I don't know if the shirt really repels mosquitoes like it claims to do, but this seems to me to definitely be a form of nanotechnology at work.

5. I prefer the broad and inclusive road that is discussed in the text. I appreciate the fact that it follows the straight and narrow road to a point, but it also encompasses much more to make it more versatile. As a teacher it is my job to reach and teach all of my students, all of whom have very different learning styles and abilities. With the broad and inclusive approach it seems that the potential to accommodate a greater number of my students is better represented.

Getting an IDT Position and Succeeding at It

1. Job #1: Instructional Designer (Part-Time) at Mount Saint Mary College in Newburgh, NY

General Nature of the Position:

The purpose of this job posting is to find a person to develop blended online courses in collaboration with the faculty and instructional design team of the college. This position requires that the employee collaborate with others in order to design, develop, evaluate, and refine blended online courses, participate in required training and meetings in order to follow and refine established instructional design procedures and frameworks for course development as appropriate to project goals, timeline, and budget, and ensure the application of appropriate guidelines to blended online courses in areas such as assistive technologies, accessibility issues and copyright laws.

Required Qualifications and Skills:

• Master's degree in instructional design, instructional technology, curriculum and instruction, or other relevant discipline areas
  
• experience in the development of online courses in higher education settings
  
• application level understanding of instructional design theories and models, online pedagogy, and adult learning theories
  
• demonstrated proficiency with Web conferencing systems (i.e. Skype, WebEx) and Web/multimedia development tools (i.e. Dreamweaver, Flash, Photoshop)
  
• experience with and working knowledge of learning management systems, such as Moodle, Blackboard, Sakai, and Desire2Learn
  
• demonstrated ability to regularly collaborate with others in a team environment, and work independently on assigned duties with minimal supervision
  
• excellent organization and project management skills and the ability to meet project deadlines
  
• outstanding verbal, written, and interpersonal communication skills

Preferred Skills include: experience with educational applications of emerging technologies, such as videos, podcasts, wikis and blogs

Do I have these skills? Yes, for the most part. I would be able to quickly pick up on any other needed skills as I went along.

Job #2: Instructional Designer at John Hopkins University in Baltimore, MD

General Nature of the Position:

The instructional designer will provide expertise in designing, developing, delivering, and evaluating face-to-face, online, and technology-enhanced curricula, courses, training, and instructional materials for public health and public safety professionals.

Required Qualifications and Skills:

• bachelor's degree in instructional design, instructional technology, education, or related field
  
• three years experience in the online learning field
  
• understanding of pedagogical issues related to teaching and learning, particularly adult learning
  
• experience in the development and programming interactive, computer-based multimedia educational materials
  
• ability to work collaboratively within an academic community
  
• experience with training, staff development, and teaching
  
• ability to assess client needs
  
• commitment to customer service
  
• demonstrated written, presentation, and interpersonal communication skills
• effective negotiation and diplomacy skills
• ability to solve problems in enterprising and proactive ways
• ability to manage and meet deadlines
• experience in the field of instructional/educational technology, including designing, developing, and managing higher education technology-based instruction projects and programs
• Master's degree can substitute for some experience

Do I Have These Skills? Again, yes, for the most part. The only thing I read about that I feel I truly know little about is that of public safety and health guidelines. I don't know a great deal about these guidelines, but I feel I could be quick to familiarize myself with the necessary data.

Job #3: Instructional Designer at Gallup Consulting in Omaha, NE

General Nature of the Job:

Instructional designers at this company assess, design, develop, and implement learning solutions for their clients by:

• interpreting client's needs into creative learning solutions that leverages Gallup's philosophies and principles
• creating customized curriculum that align with sound Instructional Design methodologies
• understanding how learning and technology intersect to develop effective e-Learning solutions
• partnering with internal design coworkers, internal technology teams, and client teams to deliver results

Required Qualifications and Skills:

• two years experience assessing, designing, developing, and implementing learning solutions as well as evaluating them
• bachelor's degree in business, education, instructional technology, educational technology, or a related area

Preferred Qualifications:

• experience with e-learning systems and modules
• Master's degree in education, instructional design, or a related field

Do I Have These Skills? Not so much.

2. Self- Assessment

I visited http://www.careeronestop.com/ to complete my self-assessment. I decided to identify my skills instead of trying to identify the type of job I might be looking for. What I found is based on the skills that I identified myself as having, and the computer has decided that the jobs that best fit with my skills is that of coroners (90%), followed by jobs in property, real estate, and community association management (89.5%), real estate brokerage (88.9%), and as an insurance adjuster, examiner, and investigator (88.2%). Rounding out the list of top ten jobs best suited for my skill set are positions as an adult literacy, remedial education, and GED instructor (85.7%) or working in advanced practice psychiatric nursing. I'm not really sure how accurate this assessment is, although my dad has been a real estate agent and property manager for 30+ years, so rating high in real estate and property management makes sense to me.

3. Professional Organizations

American Educational Research Association (AERA) http://www.aera.net/

Mission: "The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good."

Cost of membership: Beginning with 2011 membership renewals and new memberships, annual dues will be as follows: regular and affiliate members-$150, student members-$40, international affiliates-$110, and international affiliates from low-income countries-$55.

Publications:

Studying Diversity in Teacher Education (coming in 2011)

Handbook of Education Policy Research (2009)

Estimating Casual Effects Using Experimental and Observational Designs (2007)

Handbook of Complementary Methods in Education Research (2006)

Conferences and Meetings: The 2011 AERA Annual Meeting will be held Friday, April 8-Tuesday, April 12 in New Orleans, LA. This year's meeting is titled "Inciting the Social Imagination: Education Research for the Public Good."

Opportunities for Professional Development: are available for registration and attendance at each annual meeting

Academy of Human Resource Development (AHRD) http://www.ahrd.org/

Mission: "The Academy of Human Resource Development (AHRD) was founded on May 7, 1993, to encourage the systematic study of Human Resource Development (HRD) theories, processes, and practices; to disseminate information abour HRD; to encourage the application of HRD research findings; and to provide opportuities for social interaction among individuals with scholarly and professional interests in HRD from multiple disciplines and from across the globe."

Cost of Membership: Regular-$235/year, International/Trial-$90 for the first year, then $235/year, Program Excellence Network (PEN) membership-$150/year, Student-$135/year

Publications:

Advances in Developing Human Resources (ADHR)

Human Resource Development International

Human Resource Development Quarterly

Human Resource Development Review

AHRD Newsletter

Conferences and Meetings: The 2011 annual AHRD International Conference in the Americas will be held Wednesday, February 23-Saturday, February 26 in Schaumburg, IL. The title of this year's conference is "Reshaping the Landscape: HRD in an Uncertain Economy."

Opportunities for Professional Development: are available at each annual conference

Professional Publications

American Journal of Distance Education (AJDE) http://www.ajde.com/

Focus/Goals of the Journal:

AJDE is a journal of research and scholarship in the field of American distance education with a mission of disseminating information about research and scholarship in the Americas.

Submission Guidelines:

Submissions shuld be based in reserch, although all methods and approaches to research are welcome. Submissions should be appropriately grounded in a review of existing literature. All submissions will be subjected to review and editorial revision and should not have been previously published elsewhere, nor underconsideration for publication with another journal.

Peer Reviewed: Yes

Offered Online: Yes

Journal of Distance Education (JDE) www.lib.unb.ca/Texts/JDE

Focus/Goal of the Journal:

The aims of JDE are to promote and encourage Canadian scholarly work in distance education and provide a forum for the dissemination of international scholarships.

Submission Guidelines:

• submission has not been previously published, nor is it being considered for publication by another journal
• submission file in in Microsoft Word or RTF document file format
• all URL addresses in the text are active and clickable
• text in double spaced, uses 12-point font; employs italics, rather than underlining; and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end
• the text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines found on the web site

Peer Reviewed: Yes

Offered Online: Yes

Journals and organizations such as the ones I reviewed online for this assignment are a great way to support a person and his/her career because both provide a means for becoming better informed about a particular field. Prior to this assignment I knew little to nothing about most all of the organizations and publications I found listed in our textbook. Some, such as T.H.E. Journal and the American Educational Research Association, I had heard of due to the classes I have taken for my librarian's certification, but I still don't know that much about them and even less about the others that are out there.

Trends and Issues in Various Settings

1. Rapid prototyping provides a working model of an instructional product to aid in the design and development of an innovation or project. I think that a way to use this concept in the classroom would be to provide students with various examples of types of project ideas when assigning class projects. My mom is an 8th grade English teacher, and she likes to save examples of past students' works to show future classes when assigning projects. She shows some of the best examples, as well as some 'not-so-good' examples so that her students can see what an A, B, C, or F project looks like. The students then have a better understanding of what she expects and what they need to do in order to receive a desired grade.

2. I have been having a very difficult time figuring out how to respond to this week's assignment requirements...especially this one about military training since I have absolutely no experience with the military and its needs. After reading Scenario Three: Full Spectrum Training in the textbook, I feel that using DLRCs, Deployable Learning Resource Centers is the best way to fuse technology into military training because it allows for the training technology to travel when and where needed.

3. Guidance System for Transforming Education & Step-Up-To-Excellence

Both of these models facilitate improvements in school performance and seem pretty similar to one another. From the description of this particular requirement for this week's assignment, we are to outline a professional development activity to introduce both models to our colleagues. This seems rather difficult to me because I am thinking in terms of a one-day professional development/training day, and the idea of introducing two different campus/district improvement models in one day seems overwhelming...especially since both models share some similarities... so I would have folks form two groups--a group to work on GSTE and the other to work on SUTE. The groups would work through the steps of their model, forming support teams, leadership teams, identifying missions, planning a strategy, etc. At the end of the activity the two groups would share what they learned about their assigned model, discuss the pros and cons of each model, and possibly make a decision about which model they feel would best meet the needs of their campus/district.

4. Stephen F. Austin State University - Teaching Excellence Center

• different names used for faculty development: professional development, teaching circles, workshops


• division this is under: Teaching Excellence Center


• services offered: workshops, socials and speaker events, individual consultations, teaching tips, etc.


• frequency of offered programs and specifics: Teaching circles meet once a month to discuss and share ideas about teaching and strategies to improve teaching effectiveness. New faculty orientation and professional development occurs at orientation and throughout the year during weekly meetings that focus on camps offices and resources(i.e. advising, disability, faculty senate), training modules covering teaching pedagogy issues (i.e. classroom management, effective content presentation, handling student problems), regular opportunities to interact with faculty from across campus, etc.

Stephen F. Austin State University - Office of Instructional Technology

• different names used for faculty development: workshops


• division this is under: Office of Instructional Technology


• services offered: training in fundamental computing skills, new faculty workshops, Blackboard training, online instructor certification, special applications and methods, and Interactive Television (ITV) series


• frequency of offered programs and specifics: Workshops and programs are offered regularly throughout the year. The workshops include: training in Blackboard for faculty who wish to provide course enhancements or fully web-based courses, courses for online instructor certification, training for special applications and methods, such as Elluminate and Elluminate Publish, creating digital videos, creating web pages in Dreamweaver, and podcasting, and training for faculty wishing to deliver courses using ITV.

Stephen F. Austin State University - Office of Human Resources

• different names used for faculty development: training, development, personal and professional growth, and learning opportunities


• division this is under: Human Resources


• services offered: student employee training--Advancing Students As Professionals (ASAP) and QPR training (Questioning, Persuading, and Referring)


• frequency of offered programs and specifics: ASAP training is offered every Tuesday and Friday for an hour to address topics such as phone etiquette, customer service, professionalism, ethics, and confidentiality. QPR training is offered numerous times throughout each semester and is focused on addressing and identifying the needs and troubling issues of students and becoming aware of the signs of suicidal thinking and how to respond in these situations.

Human Performance Technology

1. In my place of work as a stay-at-home mom, problems in performance often present themselves in the form of less-than-desirable 3 year old behavior. As she is our only child, my husband and I are constantly learning as we go along when it comes to handling various situations involving our daughter and teaching her the lessons, values and manners that we expect her to learn. The most recent 'performance problem' we have faced goes back to the bedtime routine fiasco that I wrote about in my first blog posting. Our daughter had suddenly decided that she was no longer going to go to bed with ease, but instead she wanted to drag the process out for as long as she could before her dad and I reached our breaking points. She would continuously come out of her bedroom once she'd been tucked in for the night, tried to come sleep with us long before we felt it appropriate, etc. After sitting down together to discuss our options, my husband and I decided that the problem we were facing with our child was not something that was the result of poor teaching on our part so much as it was a lack of the all-powerful incentive. Our daughter simply didn't see the benefit to her if she did as we asked and stayed in her bed the entire night through. Silly us!! So...rather than sitting down and explaining in great length why she should go to bed with little fight in support of the sanity of her dear parents, we provided her with new reasons to WANT to stay in her bed to sleep. She got a new "big girl" bed and got to select her very own bedding---this was a HUGE DEAL to her. We also began the sleep chart reward sticker program where she could earn two stickers a night for making good decisions concerning our nightly expectations of her. She has since completely filled her first sticker chart and has been taken to the toy store to select her reward for making such great decisions (she chose an obnoxiously loud Disney princess "CD" player that plays music at a level I can only describe as "ear-splitting", but it was her choice, and I am proud of her recent accomplishments so I don't complain too often).


2. Of the definitions I read concerning electronic performance support systems (EPSS), I prefer the definition by Barry Raybould--a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences. This definition is concise and easy to understand, whereas a definition I read by Gloria Gery required that I read it a few times over in order to better understand it. These definitions are quite similar, but I appreciate Raybould's shorter version myself.

Until reading this chapter, I had never heard of EPSS before. It sounds like a great way to provide support to both novice and veteran employees by placing training, help and references right at their fingertips. I figure that the reason EPSS is not more widely used could be because of the lack of knowledge about EPSS and its many uses. Others, like me, may not even be aware that EPSS exists. As for the future of EPSS, like the textbook states, as technology becomes more and more prevelant in the daily workings of our lives, EPSS will probably become more widely used. The implementation of EPSS has the potential to save companies money that is being spent on employee training, which will be a huge benefit to those who choose to use EPSS.


3. I spent quite a bit of time trying to think of a hypothetical problem in my line of work that could use the blended learning approach to solve the problem, and I came up with nothing. What did keep floating through my mind was my driver's education experience (my 3 year old will be 16 someday ::sob:: so this will technically become a problem in my line of work as a parent...13 years after I complete this course☺). Student drivers get classroom instruction where the rules of the road are taught--the appropriate distance between vehicles while driving, when to use high-beam headlights, road signs and their meanings, etc.--and then these students get the opportunity to practice driving on the road with driving instructors (those brave souls). Another type of instruction that would benefit the students and those they might come in contact with while driving would be a simulated driving experience where the students use a program that allows them to "drive" and react in various driving situations. Not only would this allow the students a little more practice before unleashing them on the roads, but it would help to identify any areas that might need to be revisited to master a particular skill.

4. Recently I received some informal training in preparation for our church's annual Lord's Acre auction. The person who once was in charge of tracking the sales of the auction items and making sure people paid in full before going home at the end of the evening stepped down from her post and turned the responsiblity over to the next generation. That lucky person is now your's truly. I got a quick training session in using the Excel spreadsheet that is used to assign auction paddle numbers and track the purchases of each individual. I also learned how to run credit card purchases through an online company called Vanco. Others were present for this same training session so that I was not the only guru who knew how to run the show. The training itself consisted of the instructor walking us through the process of filling in the various cells in the spreadsheet, as well as logging in to the Vanco system and completing a credit card transaction. Then I went home to practice on my own. I made a couple of $1 donations to the church on my credit card so that I could make sure I knew how to successfully complete a credit card sale. I also practiced using the spreadsheet and found a few problems with some of the formulas used in calculating the totals. I figured out how to fix this problem by myself. Yea, me! The auction night was a success with few snags. I am glad I had the training and know that next year will go even more smoothly.

Evaluating, Implemeting, and Managing Instructional Programs and Projects

1. An evaluation model that I found when searching for evaluation models is the Flashlight Triad Model which helps to give focus and to carry out technology-oriented evaluations.

This model has 5 distinct steps:

1) Overview & Confronting the Blob--In this step, brainstorming takes place to help identify all of the various elements of a lesson, course, or program.

2)From Blob to Issue--determining the purpose for the evaluation (i.e. summative or formative). In this step it is also decided who the intended audience for the evaluation is. The following questions should be answered--a) What are the three most crucial things you fear might happen as a result of using technology? b)What are the three most crucial things you hope will occur?--then one or two of the top issues from these responses should be chosen for further study.

3) From Issue to Triad--For each issue selected, create several "triads". A triad includes a possible technology to use (T), a specific activity that the technology enables (A), and expected outcomes from the activity (O). Select the triads on which you wish to focus.

4) From Triad to Data--Generate questions to gather data about the triads (these can be administered as surveys, interviews, focus groups, etc.). At least five types of questions can be created: a) technology, b)interaction of technology and activity, c) activity, d) interaction of activity and outcomes, and e) outcomes.

5) From Data to Next Steps--Based on evaluation data, decisions can be made about a lesson/program, etc. (such as necessary modifications).


Another evaluation model I found is the Discrepancy Evaluation Model. This model serves as an ongoing narrative of the project's activities related to it original goals and objectives, as well as a roadmap that evaluators can use to analyze the status of the process and summative evaluators. In discrepancy evaluation, performance is compared to the standards (i.e. what is is compared to what should be). If a difference is found between the performance and the standard, this is considered a discrepancy, and a discrepancy can be either positive (performance is better that the standard) or negative (performance is lower than the standard).

The Discrepancy Evaluation Model has four stages:

1) Pre-Design Evaluation--determines the appropriateness of the simulation to be chosen as a method of instruction for a particular lesson.

2) Design Evaluation--seeks to determine that the chosen simulation is appropriate and that the simulation has validity.

3) Input/Process Evaluation--examines the situation in which the simulation is being tried.

4) Output Evaluation--the simulation is assessed to determine which, if any objectives were not met.

It sounds to me like it is possible to use both of these evaluation models with the same lesson. The Flashlight Triad Model seems to lend itself to evaluating the planning aspect of a lesson, whereas the Discrepancy Model might work well during the instruction process. With the Triad Model, I would brainstorm an idea for a lesson (such as using a wiki for group work and peer revision). My fears for this type of activity (step 2) might be having the students use the editing features of a wiki to alter classmates' assignments in non-productive ways, the wiki idea might be too far fetched for my students to truly appreciate (beyond their skill level), or technical difficulties might impede the lesson and activity. The crucial elements I hope would take place might be the students' increased feelings of ownership towards a lesson, increased success in peer-tutoring opportunities, enough success to warrant another activity completed in a similar manner. An example of a triad for this lesson (step 3) might look like this: Technology (T)= electronic communication tools, email, and discussion boards; Activity (A)= student critique of each other's course assignments; Outcome (O)= increased course satisfaction and student collaboration. Some questions I might ask regarding the triad I create for this activity could be (step 4): How will the students use the wiki to aid in the completion of this assignment? What is the overall goal of using a wiki for this type of assignment? How will this technology better benefit my students in successfully completing this assignment? Finally, I will be able to make any necessary modifications and/or revisions (step 5) to this lesson or another like it before using it with students again.

Using the Discrepancy Model, I would decide that using a wiki for students to complete group work and peer revisions is an appropriate way to complete this task (step 1) and has validity(step 2). Then I would observe and assist my students as they proceeded to complete the assignment requirements through use of the wiki (step 3). Finally, I would assess the entire experience in order to determine if all the objectives of the task were met (step 4).



2. The most recent innovation that has been introduced to our home is Direct TV with DVR capabilities. Prior to Direct TV we were using Dish Network with little complaint (in 2.5 years time we have had 3 different boxes for the television because the boxes kept corrupting themselves and erasing the shows we had set to record, but other than that we were content), but when the World Series came around we decided to make the change to Direct TV because of the problems that were going on between Dish Network and FOX (wouldn't you know that an agreement was reached between the two companies on THE DAY we had Direct TV installed...figures). So...here we are with the new cable provider and we're locked in for the next two years, but I digress...
The relative advantage of Direct TV over Dish Network is unobservable. Both allow the user to record live television for later viewing; however, with Direct TV we can record up to 4 shows simultaneously (this is possible with Dish Network also, and we only have this feature with Direct TV because of their failure to better explain the various packages they had to offer). Direct TV is compatible to our needs because it allows us to record multiple shows. The complexity of this new cable server is greater than that of Dish Network, but this could be largely because it is new to us. Maybe with time we will find our way around the new system and our opinions of its complexity will change. Unfortunately we were not given a trial period for Direct TV or we might have decided to stay with Dish Network (not only because an agreement had been reached but also because we like the ease of use with Dish Network). Observable benefits of Direct TV...I like that it provides a folder where numerous episodes of the same show can be found (Dish Network used to do this, too...I don't know why they stopped). Overall, I am not satisfied with Direct TV. It's functions and capabilities seem much more limited than that of Dish Network. It's possible these features that I am missing in our new cable provider are actually available and I just haven't found them yet, but if that's the case then I'm not pleased. It shouldn't be this hard. I can't wait until our 2 year contract expires so that we can go running back to Dish Network.



3. In Phase 1 of my professional development technology sessions, I would be large and in charge. I could use this opportunity to give a detailed description of what the learners should expect during the course of the training--objectives and goals, steps to be taken to reach completion of the training and an understanding of the technology being taught, etc. The learners would get the opportunity to begin working with the new technology to gain a better understanding of its capabilities while I would provide direction, guidance, and technical support.
In Phase 2 the learners will be gaining ground and feeling more confident in their new found skills (I am one happy teacher!). At this point I can provide encouragement and begin helping others to focus on aspects of their own classroom where the technology being learned might be helpful in teaching their own students.
In Phase 3 the learners are moving right along in their learning. As the instructor, I will be able to focus on what the learners are creating and get excited with them. Their projects are looking great and they are excited about taking their new skills back to the classroom.
In Phase 4 I am observing more than leading. The learners are humming along in their work, quite pleased with their accomplishments, as am I. Mission accomplished on all fronts.

Theories and Models of Learning and Instruction

1. My husband and I had been having trouble with keeping our daughter in her own bed throughout the night. She is the queen of stalling and our bedtime routine had become something that we dreaded instead of something we enjoyed, and I wasn't getting adequate sleep at night because my sweet child would come to my side of the bed at all times of the night wanting to sleep with me. Something had to change.

According to B.F. Skinner, learning can be understood, explained, and predicted based on observable events. Antecedents are cues that signal the appropriateness of a behavior, while the consequences of a behavior help to determine whether the behavior is repeated again. These consequences can be both good (a smile from a teacher for a good action) or bad (a good action going unnoticed by the teacher).

So...to try and improve our nighttime routine with our daughter some changes were made. First, we converted her toddler bed into a full-sized bed and let her select her new bedding all by herself at Target. She'd been complaining that her bed wasn't comfortable so this nixed that problem because we used the mattress from the guest room for her new bed and she LOVES the mattress from the guest room! This gave her one less reason to come out of her room to tell us something once she'd been put to bed for the night. The tactic we tried to help encourage our child not to come out of her room at bedtime or in the middle of the night was a sticker chart that I made for her. I hung it on the back of her bedroom door so that she would have to see it before deciding to come out of her room (an antecedent). We told her she had the opportunity to earn two stickers a night--one for staying in her room once she'd been put to bed (unless she needed to go to the bathroom) and one for not coming to sleep with us before 5:00 am. The stickers are the consequence (a good consequence). Some nights she earns both of her stickers, other nights she only earns one, but she has always earned at least one sticker per night since we started this new plan. When she fills up her sticker chart she knows we will be taking her to the store to select a reward. I'd say that by our observations we have achieved success. YEA!

With this same goal in mind, I think it would be possible to use the Constructivist approach to help our daughter to become successful at staying in her room at night instead of stalling the inevitable by repeatedly coming out of her room, etc. While I don't think that the goal I have selected to write about for this assignment is necessarily a complex problem in need of solving, Constructivism encourages learning by engaging learners in authentic activities related to the discipline they are learning, providing collaboration, supporting learners in setting goals and regulating their learning, and encouraging learners to reflect on what and how they are learning. While this type of approach might be a bit difficult with a three year old, I do think it's possible. With regard to the afore mentioned problem/goal and in keeping with the Constructivist approach, my husband and I could sit down with our daughter and talk with her about the problem we've been having with our nighttime battle. We could help her with creating some goals for herself to help in finding a solution to the problem. Having already implemented the sticker chart idea and introduction of the new bed, we could encourage her to talk about how the new changes are working--what does she see that could be done better, where has she been successful, etc.

2.To apply the First Principles to my goal of getting my child to sleep in her bed through the night, I would do the following: 1) The Problem: I would ask my daughter to verbalize what the problem is that we've been having at night. I hope that she will respond with her inability to stay in her room after she has been put to bed or to sleep straight through the night without trying to sleep with Mom and Dad before the morning. 2) Activation: I would ask my child to recall our bedtime routine. 3) Demonstration: I would ask my child to give me some examples of valid reasons for getting out of bed (to go to the bathroom, feeling ill, etc.) and examples of reasons not to get out of bed (to see if Mom/Dad are still awake, watching T.V., etc.). Role play might also be a good way to demonstrate the behavior and lesson I want her to learn. She can be the mommy and I can be the child. 4) Application: The next morning, I would talk with my daughter about the previous night's events and have her point out her successes and/or areas in need of improvement. 5) Integration: My child can successfully sleep the whole night through without reminders or other incentives.

3. Teaching students to make and count back change without the use of a calculator or cash register is a valuable lesson to be taught. It is terrible to go to the store and watch a cashier struggle to make the correct change when handed coinage after the amount tendered has already been entered into the cash register. You can watch a flash of panic cross their face. Students begin learning about money at a young age, and this knowledge is built upon from year to year (scaffolding). First, students learn about the names and denominations of the coins and bills. This is followed by learning about the relationship between the coins and bills (i.e. 10 pennies = 1 dime, 4 quarters = $1, etc.). Once this task is mastered, the students will practice making combinations of money values (i.e. $3.27 = 3 $1 + 1 quarter + 2 pennies OR 3 $1 + 5 nickels + 2 pennies). At this point it is possible to begin teaching students how to make and count back change.

To teach this same concept using the mathemagenic method, the students will practice making and counting back change in various situations. For example, students will make change from payment made with only a paper bill (total = $6.57...cash tendered = $10...change = $3.43). The students will also make change from payment made with a paper bill and exact coinage (total = $6.57...cash tendered = $10.57...change = $4.00). Additionally, students will make change from payment made with a paper bill and some coinage (total = $6.57...cash tendered = $10.07...change = $3.50).

4. I am designing a course to show students how to use Animoto to create book trailers for other students to view as a means of determining whether or not to check out a book.
Attention:
Perceptual Arousal: Begin the presentation by showing an Animoto video to capture the attention of the learners
Inquiry Arousal: How could we use something like the clip that was just shown in a purposeful way in our school library?
Variability: Show a how-to PowerPoint presentation that highlights the steps that necessary in order to complete a similar video. Allow the students to work in groups to begin working on an Animoto video in order to become more familiar with the program. Introduce the students to Creative Commons in Flickr for finding photos for Animoto videos.

Relevance:
Goal Orientation: Ask the students to think about a time when they were trying to check out a book in the library. What factors influence the books they select? Have they ever selected a book and then were disappointed with the selection because the book was not as good as they had hoped?
Motive Matching: The students will be able to select the book they will be using for their Animoto project, as well as select the photos they will use for the project.
Familiarity: Ask the students to think about the previews we see prior to the featured movie at the theatre. What is the purpose of those previews? They should keep this concept in mind when creating their own book trailers (book previews).

Confidence:
Learning Requirements: Throughout the creation process, I will continuously provide support and encouragement to the students.
Success Opportunities: By creating these book preview videos for their peers, they will be able to see how their input and opinions matter and benefit others.
Personal Control: The students will clearly know their success is based upon their efforts and abilities because they will be the sole creators of their own videos. The students will also provide assistance to fellow classmates when problems arise, thus furthering their feelings of success and competence.

Satisfaction:
Intrinsic Reinforcement: Students will be able to create and submit an Animoto book preview any time they feel the desire to add to the growing supply of book reviews available for student use. Knowing that their videos might help another student to want to read a particular book is great encouragement.
Extrinsic Rewards: Extrinsic rewards will come in the form of fellow students commenting and praising the videos as they are viewed. Also, an end-of-year award show would be a great way to provide extrinsic rewards. Hosting an Emmy-type award show with awards for 'Best Fiction', 'Best Nonfiction', 'Best Chapter Book', etc. would not only be enjoyable but it would also serve to promote the videos that were created and hopefully increase the viewing numbers.
Equity: I could assist the students in anchoring a positive feeling about their accomplishments by promoting their videos on the library bulletin board. Each week I could select one or two videos and their creators to highlight to boost interest in the books, the videos, and the creators themselves.

5. Engaging in design research helps us to become better teachers and instructors. Knowing about the different motivational theories and design theories helps keep teachers current in the ways to promote success in the classroom. Design research provides another means for teachers to update and modify lessons to accommodate students and keep the lessons new and exciting.

Defining the Field

1. There are so many different ways to define instructional technology/instructional design, and each is unique to the environment in which it is used and implemented. As a stay-at-home mother, I find that instructional design and technology facilitates learning through analyzing learning and performance issues and incorporating the use of various technology tools to address those issues. Short and simple. In my "workplace", my daughter uses technology daily to learn her letters, sounds, etc. She has a "compooter" in the car (her Leap Frog) that teaches letter sounds, letter recognition, and how to write the letters of the alphabet. Her "compooter" also lets her practice following directions and tracing and identifying shapes. She has also shown a great interest in reading, so I feel certain she will be getting one of those reading games that allows her to read a story with a stylus that pronounces the words as she points to them.

2.

It took me forever to figure out how to get this image into my blog, but I finally got it! I don't know if it's readable, but I'm proud of myself nonetheless. :)

The Dick, Carey, and Carey model adheres to the six characteristics of instructional design: 1) The model is learner centered because the needs of the learner are assessed to identify the goals for the instruction and the learner is continuously analyzed throughout the learning process to make sure proper instruction is taking place and to allow for revisions as needed. 2) The model is goal oriented because the goals are identified early on in the process, performance objectives are written to aid in the successful completion of the goals, and revisions are made as needed to stay on track as well. 3) The model focuses of meaningful performance by assessing the needs of the learner and then developing the appropriate strategies and selecting the necessary materials and assessments to support meaningful learning. 4) The model assumes outcomes can be measured in a reliable and valid way and supports this by allowing for the design and implementation of a formative evaluation of instruction and a summative evaluation. 5) The model is empirical, iterative, and self-correcting, which is evident by showing that revisions to instruction throughout the process are possible at all times. 6) The model is typically a team effort--this instructional design model supports teamwork and allows for the inclusion of many.

I don't know that this type of instructional design plays into my "workplace" at home with my three year old, but I did employ this type of design in my third grade classroom for some assignments. Throughout the year I had my students work in groups to complete various team projects. Each group was expected to write out the goals for their project, assign roles for each group member to perform to aid in the completion of the project, and decide on the best method to use for project completion. Very often my students would find it necessary to make changes to their plan when they ran into a snag. I would explain that this is fine and even encouraged because it helps them to understand that things don't always go as planned and we should be flexible to change.

3. Technology use in the classroom can be a wonderful thing if you know how to use it effectively. I can remember going to the computer lab when I was in elementary school and playing Math Blaster to work on my addition and subtraction skills. My second grade teacher liked to show film strips to highlight something she was teaching in class. I can also recall taking a computer class in high school that taught keyboarding and other basic computer skills. In today's classrooms technology can be used for all that and more: to research and present information, communicate with teachers and classmates, conduct lessons, and take virtual field trips to distant places.

In K-12 education, students and teachers can use blogs as a means for submitting assignments and discussing those assignments. Blogs could also be used by the teacher to keep students and parents up to date on the latest happenings in the classroom and informed of upcoming class and school events. Wikis could be used in much the same fashion. A wiki could provide students a place to turn in assignments and discuss with the teacher and fellow students a current classroom topic. Classroom discussions could carry over into time spent beyond the school walls.

In the higher education arena, I have had the opportunity to participate in online discussions with classmates and professors using web cameras and microphones. I have utilized blogs and wikis in the same manner as discussed above. More and more colleges and high schools are offering online courses to accommodate students when distance and other factors come into play. For higher education and adult education (continuing education) purposes, YouTube and other online video providers can offer numerous ways to post information. These students could use YouTube to post videos of themselves making presentations for class or watch an assigned video to highlight a topic being discussed.

It's amazing (and sometimes a bit overwhelming) to think about all the ways that technology can play a part in the everyday learning of our students and ourselves. Just think of all that will be available to us in the next decade. It blows my mind to try and imagine what school might be like when my child enters high school and college. As a teacher, this is equally exciting because technology provides yet another way to reach out to students and make learning fun and engaging. I just hope I can keep up. :)

ETEC 561

I created this blog for another class that I took with Dr. W and will now be using it for ETEC 561.

Week Eight: Final Thoughts

In the past eight weeks, I feel I have had many "Aha!" moments--all of which occurred while learning a new technology skill. Specifically...I was pleased with myself when I figured out how to remove the navigation bar on the left side of my ePortfolio homepage. I also really enjoyed learning more about wikis and how to create one. The same is true for the Jing presentation. I don't know at this point where I will go from here with all of this newfound information. I don't plan to return to the working world for at least another three years, but when I do decide to work again, I would like to use as much of what I have learned in this class as possible. If I get a job in a library, I expect that I will use wikis and blogs to share books, reviews and other information with my students, as well as to allow my students to share their thoughts and ideas with others. There's a good chance that my wiki will include a Jing presentation of some type that tells students how to add information to the wiki. However, if I teach kindergarten, which I hope to do before I become a librarian, I might have to think a bit harder about how to use the types of technologies I have learned about in this class with 5 and 6 year olds. I know it can be done, but I haven't even begun to think about the possibilities at this point.

Week Seven: Reflection

For this week's technology project, I decided to create a lesson using Google Earth, Microsoft Office Publisher, and wikis. Google Earth has so much to offer. I spent way too long exploring the shipwrecks that are found beneath the oceans surface on Google Earth. I also watched a few video clips about some of Jacques Cousteau's underwater adventures. I could have spent the entire day just looking around, so I figured that students would find this just as interesting...and could probably accomplish WAY more with it than I could. ☺ I chose to use a wiki for this activity because I really have enjoyed using our class wiki to share the things I have been learning and to look at what other people are learning also. So...again I figured that students would enjoy this type of presentation for the brochures they created. As for using Microsoft Office Publisher to create the brochures, I figured this would be one of the easiest means for making a brochure because many templates are offered for users to simply plug in their own information or the user can begin working from scratch.

Although I am not teaching right now, I will keep this lesson in mind when I go back to the classroom. When I was in the classroom before, I didn't use much technology in my lessons because I knew how to use very little technology. I still am not proficient in many technology aspects, but I do have more confidence when it comes to trying to learn something new. I hope to be able to successfully integrate lots of technology into my daily instruction so that my students and I are continuously learning. I also expect that my students will be able to teach me a thing or two about using all sorts of technology...things they will have been using since they were in diapers, I'm sure . ☺

Week Six: Reflection

I was very nervous about creating a Jing presentation this week...simply because I have never tried to do this before. Now every time I happen to catch a glimpse of the little sun at the top of my screen, I feel the overwhelming desire to capture whatever I am working on to show other people. Unfortunately for me, I really don't have a need to use Jing on a regular basis, and I figure my mom will quickly lose interest in the emails I send her with a Jing presentation of me typing her an email. ☺ But because of the excitement I feel for this new-found knowledge I have with this type of technology, I can see why students get so excited when they learn that they can use technology to present what they are learning in class. Technology in any form is a great way to get our students actively engaged in their learning. As teachers, it is very important that we remember to step outside of the box of "traditional teaching" and use technology to reach and teach our students. Teaching with technology is (or should be) the new teaching tradition. Our students have grown up with computers and iPods and video games, so we need to teach them with these things in mind. Presentations through podcasts and Jing are a great way to accomplish this.

I know that when I was still teaching, the 'thing' that held me back when it came to incorporating technology into the classroom and daily lessons was my lack of knowledge. I am only just beginning to learn how to use many different types of technology that are available to me. I find it hard to step out and try something new--I still don't own an iPhone or an iPod--so trying to think of how to teach a lesson was enough stress for me sometimes. I didn't want to have to learn how to teach a concept and learn how to use a new form of technology at the same time.

If I had a magic wand to wave around, I would use it to change my technology skills and abilities ::poof:: just like that! Part of my problem is that I often feel like I don't have the time to learn a new trick. Had it not been for this class, I wouldn't know how to use and create a wiki or an audio presentation such as Jing. As a teacher, we are expected to know how to do it all (at least I always felt this way) so admitting to a group of students that I don't know how to do something that involves computers and such is a bit hard for me to do. BUT what I should do in a situation like this is let my students become the teachers and teach me how to use these "newfangled" computer concepts. It would become a learning experience for everyone. I'll have to keep this in mind when I return to the classroom someday.

Week Five: Wiki, Wiki

When I read in this week's assignments that we were going to be creating a wiki, I'll admit, I freaked out just a bit. (What in the world am I going to "wiki" about??) I decided to create a wiki devoted to great recipes. I have a house of picky eaters and am always looking for new recipes to try on them in order to broaden our regular dinner menu, so a wiki of recipes would be a quick place to look for a new dish without having to search too far. I have already included a few of my own recipes...the categories include: appetizers, main dishes, side dishes, desserts, breakfast dishes, and stuff for kids. Stuff for kids is meant to be a resource of cookable craft ideas (such as play dough or scratch and sniff paint) and/or kid-friendly recipes for little chefs to try out. I hope that others will find this wiki and add to it. I can't wait to see what will be added so I can cook something new and delicious for my family.

I really like the idea of wikis--now that I am not as intimidated by them☺. My mother's side of the family is very big into tracing our genealogy, so setting up a wiki where family members could edit and add any information they find about our ancestors would be great. The biggest pitfall I can see about using a wiki is the fact that just about anyone can edit the content of a wiki. The potential for mischief and misinformation is very present. By setting up a wiki to only be edited by those who are invited to the wiki (as in the genealogy wiki idea), the possibility of unwanted activity is lessened quite a bit. I think in regards to our "digital native" students and children, wikis would be a great way to get them engaged in learning. Through this class, I have found our wiki to be quite helpful in sharing thoughts and ideas with my classmates. In past classes where group work was required, a wiki would have made collaborative work much easier to facilitate since we all lived in different cities. So...using wikis in the classroom, whether it is an elementary, middle, or high school classroom, could be a great asset.

When I explored the eLearning Tools Wiki, I found a few things that I might like to investigate further. I wish I had known about this resource when I was trying to come up with an idea for creating a concept map because there is some good information about that very thing on this wiki. Also, now that I have this blog, I would also like to learn more about "vlogging"--blogging with videos included in the blogs. Maybe I'll turn my Blogging in Baby Steps class blog into a family blog about my daughter and all her antics. I might not, but if I do, the ability to include video of my kiddo singing "Twinkle, Twinkle Little Star" would be a HUGE hit with the family!

Week Four: Assessment FOR Learning

This week when I was searching for a journal article to reflect upon, I focused on the Assessment For Learning tenent that states that the AFL should focus on how students learn. I chose this one because it seems like one of the most important things educators need to keep in mind when deciding what to teach and how to teach it. I also feel that this tenent might be one that I tended to overlook when I was in the classroom. I was not good at incorporating technology into my lessons when I taught school prior to becoming a stay-at-home-mom. I have never been very comfortable with technology beyond that of basic computer skills--typing Word documents, checking email, updating Facebook (I'm still learning), playing Solitaire etc.--and most of the newly acquired skills I have learned have been introduced to me through my TAMU-C online courses. I am a "digital immigrant"--that's for sure--but in order for me to truly connect with my students when I return to the classroom someday, I am going to have to step out of my technology comfort zone and look for ways to bring the technology that my students will be familiar with (and maybe some technology that is less familiar) into our classroom and the lessons I teach. If I just stick to standing at the front of the room talking about what's found in the textbook, I am going to have a group of students who are learning very little (aside from perfecting their skills in looking like they're paying attention or sleeping with their eyes open☺)

As far as the potential I see in portfolio assessments, I think the potential is there. I like the idea of allowing the students the freedom of selecting the items to be included in their portfolios. I remember when I graduated high school, I was surprised to be given my Language Arts portfolio that followed me from 6th to 12th grade. I vaguely remember writing my name across the front of that green pocket folder with brads in the sixth grade, but I had no idea it was going to follow me to high school. I was surprised to see some of the writing samples that my past teachers had decided to include in it (and a bit embarrassed by some of my earlier writing attempts). It would have been nice if I had been given the opportunity to select my own pieces for inclusion in MY portfolio. Again, as a "digital immigrant", the online portfolio that we are creating for this class is throwing me for a loop because I feel like I know so little about using this "new fangled" technology, but I'll get there one way or another.

Week Three: Reflection

Ok...for our MAPping activity, I chose the site about California's velcro crop. I realized from the start that this was a bogus site, but I clicked on it anyway to get a good chuckle. I have to say, I have never had any training that I can recall where I was taught about ways to verify the source of something I find on the Web, so this activity was rather enlightening.

I am thrilled to feel like I am now armed with some "weapons of Web debunktion". I was aware of the fact that if a web address includes a ~ followed by a name, that was an indicator that the site was a personal one and not necessarily unbiased, but that's about all. I was thrilled to learn about the tool at http://www.altavista.com/ where you can type in the URL of a site preceded by the word link: to find out which sites have been externally linked to the site in question. Had I not already realized that the site about California's velcro crop was satirical, I would have been able to figure it out just by using this tool. I was able to see that the sites that were externally linked to the velcro site were either citing the URL as one that is bogus and non-factual or using the site as an example in a lesson about evaluating web content.

Determining the author or publisher of a site is crucial, especially when you are in charge of teaching youngsters about surfing the web. I attended a workshop where the keynote speaker, David Warlick, used the same Martin Luther King, Jr. web site that Alan November used as an example of the importance of determining who is supporting the information we find on a web site. At this workshop, Warlick showed us how to determine who was authoring the information found in the MLK site, and a collective gasp escaped the crowd as we realized it was backed by a white supremacy group. To think that students might be reading this type of slander while researching Dr. King is astounding. Easywhois.com is a fabulous tool that I was also unaware of prior to this activity, but its value is huge! By simply entering the domain name of a site into the search box, you can easily learn more about the author/publisher of a site.

When searching the Web in the future, I plan to use easywhois.com and altavista.com periodically to help me remember thess features until I get back in the classroom and to check out the validity of some unknown sites I might visit in the future. I feel fairly confident about the sources I have used in the past for research, both personal and academic, but it would have been nice to know there are free tools available to help me make sure I don't quote bad information. I will be sure to keep these things in mind as I continue my Master's courses. That being said, it is so important for teachers to empower their students with the tools necessary to weed out information found on the Web so as not to be misinformed. Most of the sites like the MLK site backed by Stormfront that are strongly biased and provide false information and bold untruths are blocked by the filters in the school network, but these filters do not follow students home when they search the Internet from their home computers. If teachers do not teach students how to access the tools that will help them determine the author of a site or see how other sites have linked to a particular site, how will the students be able to determine which information is valid and which is false?

Finally, organizing information through tools such as Delicious is wonderful because it allows me to bookmark any useful sites that I might find so that they are accessible to me no matter where I am. I love the 'Favorites" feature of my computer because I don't have to type in the address for TAMU-Commerce each time I want to log in to my classes, but when I am away from my home computer, the log-in process takes me a bit longer because I have to start from the TAMU-C homepage...a small step but an inconvenience just the same. The bookmarks I've made in Delicious are things I think might come in handy when I go back to teaching, and the chance that I will remember even a handful of those web addresses by the time that happens is slim to nil, so thank you, Delicious.com.

Week Two: Where are we headed?

I think that educational technology is any technology that can be used in cooperation with a lesson to enhance a student's learning experience. These technologies are many and varied: computers, document cameras, digital laser projectors, cell phones, ipods...the list could go on. I also think that this surge in technology use in the classroom goes right along with my educational philosophy because I strongly identify with the Constructivist teaching theory which promotes and encourages student autonomy and student-led instruction.

As I watched the two videos on Dr. W's blog, I couldn't help but get a little freaked out. While I agree with the need to use technology in the classroom, I have to admit that I am very much a "digital immigrant" who has always found this difficult to do. I am intimidated by the fact that my future students (when I do back to teaching) will probably know much more about how to use the technology found in the classroom than I will...and I want to teach kindergarten.

Another part of me, while watching the videos, couldn't help but think this is all wrong somehow. It seems like the way to reach today's students is to allow them to bring cell phones and ipods into the classroom and encourage the use of the "contraptions" as a means of learning. I realize that I am taking two online courses as I write this blog entry, and I do appreciate the opportunity I have been given through these classes to further my education, but when I think about teaching today's students, I wonder...what happened to the good ol' instruction like I was taught with?? I realize this is my "digital immigrant" self trying to hang on to my "old world" beliefs, but I do wonder. I find it overwhelming at times to realize the speed with which our world is progressing.

All that being said, I do think we are on the right track in terms of technology use in the classroom. It is our job as teachers to try and reach every student and help them become educated, well-rounded individuals, and if that means using cell phones and ipods to teach lessons...so be it. If it means I will be able to successfully reach one more student and help that child be better prepared for the future, I will do what I have to do and learn what I have to learn in order to make that happen...even if that means making my "digital immigrant" self a bit uncomfortable. Besides, the more I learn, the less uncomfortable I'll feel, right?

Week One: Thoughts to Ponder

Stephen Downes Article
Before reading this article by Stephen Downes about educational blogging, I had never really thought about using a blog for educational purposes. Though I am still in the early stages of learning about blogs, it seems to me that we have not met the potential for using blogs in the classroom, as stated by Downes. I figure this is due in part to the lack of knowledge and exposure to blogs by the teacher. It is difficult to incorporate any type of technology into the classroom when you are not proficient with the technology yourself. Using a blog as we do for this class is a great way to bring this type of technology into the classroom. With enrollment for online high schools on the rise, blogging would function well in this setting as well. I also think creating a class blog in place of a class web site might be easier for some to accomplish while still serving the same purposes of a web site. The added benefit of using a class blog would be the listing of postings in chronological order and the archiving of past posts for easy retrieval. This would make identifying new content on the blog very easy for both students and parents.

Alan November Article
I thoroughly enjoyed reading Alan November's article, and I found each of the six areas he addressed in reference to the framework for the new culture to be very important. The one that jumped out at me the most was the first one: 'If it's on the Internet, is it true?' I attended the Library Expo in Plano this October, and the keynote speaker, David Warlick, addressed this very idea. The example he used involved an online article titled, " The Day the Dream Died: When Martin Luther King, Jr. was Shot"--or something similar to that. Like November, the point Warlick made is to stress the importance of working backwards to determine the authors of the articles and information we find on the Internet. In this instance, the MLK, Jr. article was actually linked to a white supremacy group, which would definitely impact the nature of the article. It is so important to teach students how to evaluate the content found on the Web and how to work back to determine the authors or supporting organizations of the articles that are accessible through the Internet.

Week One: Educational Philosophy Rough Draft

My definition of a great teacher is one who is effective and energetic about teaching. A great teacher is aware of the varied learning styles present in the classroom and strives to meet the needs of every child in order to encourage the efforts necessary for academic success. In my classroom, I want my students to gain a strong sense of self-worth and to embrace their individual strengths and gifts.

Since deciding to become a teacher at a very young age, I have known that I would like to be most like some of the wonderful teachers I have had over the years who had a zest for their jobs. My favorite teacher I ever had in school was my second grade teacher, Mrs. Brown. She was so enthusiastic about school and teaching and learning. I can remember her climbing onto a desk and singing at the top of her lungs to capture our attention. She also got us involved in a pen pal program that year. My pen pal was a second grade girl named Sharon who lived on a farm in a small town in New York. That year Sharon and I exchanged letters, art and Valentines and forged a bond while learning a bit about life in a different part of the world than which we lived. Mrs. Brown also gave me my first solo opportunity in our class Christmas concert. She came to me and asked if I would like to sing the verses to Jingle Bells as a solo when we visited other second grade classrooms. I remember feeling great about the fact that my beloved Mrs. Brown thought I was talented enough to take on this responsibility. Mrs. Brown made school and learning fun and exciting. She was stern when necessary but also nurturing and kind. I never wanted to miss school for any reason the year I was in her class and had the Perfect Attendance Award to prove it. Mrs . Brown provided me with many opportunities to learn and grow in my studies but also as a person. This is the kind of impact I want to have on my students.

I have had a few teachers over the years that were sub-par, but the one who comes to mind is Ms. Barber, my Spanish I teacher in high school. Everyone thought her class was a joke. I was not a strong student, and I remember using a cheat sheet during a quiz I had to take in tutorial due to an absence. Ms. Barber caught me cheating and allowed me to take the quiz a second time, which, at the time seemed awesome, but in retrospect, I think she missed an opportunity to teach me a lesson or prove a point about cheating. She should have given me a zero. It was not until Spanish II that I actually began to learn anything about the Spanish language. Ms. Barber spent more time teaching us the poem about the months with 30 or 31 days and never even taught us the Spanish alphabet. She was old and, I think, just holding out for retirement instead of being concerned with effective teaching. Ms. Barber is a great example of the type of teacher I do not want to become. In her perceived effort to stay in the classroom until retirement, she lost any effectiveness and fire for teaching she might have once possessed. Because of this attitude, she overlooked numerous opportunities to teach her students--ABCs or otherwise.

I became Ms. Barber when I taught third grade because I was truly unhappy in my job. I was just hanging on until Christmas/Spring Break/summer vacation and not being effective in my teaching. Once I realized this about myself, I knew I had to make a change. At the end of the year, I quit my job and began the new school year teaching preschool, which I loved right up until I decide to stay home with my daughter. It is the love of teaching I felt in the classroom with my three-year old students that will get me back in the classroom someday.

When I read through the six different educational philosophies, I found that I tend to gravitate towards the Constructivism and Pragmatism ways of thinking. Because I hope to teach kindergarten someday and my training is in Early Childhood education, I applied and compared these two philosophies to my experiences in the preschool/kindergarten classroom. Like the Constructivist point of view, I like to provide my students with the opportunity to create and construct their own knowledge instead of creating an environment where each child's end product looks exactly the same. Instead of giving each child a reproducible art activity, for example, I would rather provide different supplies and mediums so that each can create his/her own personal response to a prompt or topic. Another area within the Constructivist approach that I agree with is the encouragement that is present for students to become autonomous--to do things for themselves independently. I find this especially true for the younger students.

The Pragmatic point of view is described as 'discovery education.' I like the fact that this educational philosophy believes in applying facts and ideas to real world problems and promotes problem solving skills. I also appreciate the importance that is placed on flexibility and variety in the classroom. I like having learning centers in my classroom because it allows me to change the various center activities to reflect the needs of my students, as well as the different environments my students might come in contact with at school, at home and in the community. I like for my students to have hands-on experiences in learning, another characteristic of the pragmatic approach. I have found that when learning takes place through hands-on activities, it is often more enjoyable for all involved and tends to make a more lasting impression on the minds of the students.

I decided to become a teacher because it is something I have always wanted to do. I enjoy working with young children and helping them learn and become independent thinkers. I do not feel that technology played a part in my initial decision to become a teacher; however, technology is a much more prominent factor in our daily activities, now more than ever, and as teachers, it is our job to provide our students with the proper technology education that will help protect them while they surf the web and will enable them to become proficient technology users. I did not do an adequate job of integrating technology into my lessons when I taught before, and I feel this is directly related to my own lack of knowledge and training in many types of technology. I hope to learn about some new ways to bring technology into the classroom when I go back to teaching one day. I will strive to be an 'informator' by identifying which types of technology and information is needed to improve the learning taking place in my classroom and at my school and by finding ways to connect my students to others by utilizing technology in the classroom.

*The benefit to having my educational philosophy down on paper is the opportunity it gave me to sit down and take a good look at myself as a teacher and think about why I think and teach the way I do. Having this philosophy statement will also help me to focus on the different areas of education where I can continue to make improvements and adjustments as needed.