Section 7 Directions in IDT

Section 7 New Directions in IDT

1. Section VIII addresses new directions and emerging technologies for IDT. Select three of the following and reflect on how you might apply them in your current or future position in the IDT field:

• reusable design or learning objects this technology would benefit my position as librarian.  I am fresh out of the classroom as a early childhood instructor.  In the class I was required to teach specific grade level information to the students.  As the librarian I am the resource to the teachers and the students.  Therefore all of my technological knowledge as well as as my instructional knowledge for multiple grade levels must be applied to assist in teaching. There cannot be a one peg fit all technique in my position.  I have to horizontally and vertically align my assistance.  I may have to redesign and upgrade information for the changing learners.
• networks or Web 2.0 technologies this speaks to the new library and the changing future of a description of a librarian.  In my other course that I am taking we are to pick a topic to research for a paper.  My topic happens to be over the question of technology e-books vs. textbooks.  I have a burning fear and question as to what will become of the textbook? Will it be replaced completely with technology?  This would and has caused the job description of the librarian to change.  In all my research I see that I have blinded myself as instructor to the benefits that the web can integrate into the educational process.  As a librarian because I am required to use and teach the use of technology for research my eyes are now open to the many areas that it can be placed in a lesson plan for the new 2.0 learners.
• rich media technology has always been a component  of the education.  In school I was taught using the film strips and projectors the advance of that is the DVD’s and more as advance Netflix and Brainpop.  Before leaving the classroom I used the tools to introduce my lessons to the students because the textbook is now considered the 2D learning and the internet the 3D learning.  Students can see hear and interact better with something that is similar to real life.  That is still applied in my library but I am the keeper and giver of the knowledge of where the websites are to enhance the learning. I can and do use the media to compare the book to the movie and create that love of read it before you go see it. 

What learning goals or objectives could the technologies you selected help learners foster?  Learning goals are independent lifelong learners that use higher order thinking and are problem solvers.

 Could the technology facilitate attainment of that learning goal better than traditional instruction? It can and has facilitated learning in children of all ages but it is with the integration of traditional and technology together this has been achieved.  Not one single thing alone.  You have to keep the basics and just upgrade it each time.  Nature doesn’t change but the way you teach it with technology can change.

2. Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance. For each of the technologies you selected above, discuss

Ethical issues using the technology might present. School district and state policy, privacy act making it accessible to all students,  student and teacher conduct,  confidentiality and many more when it comes to the use of technology on a public school site.  But in my district it is deeply filtered that it’s rare that it is an issue. 

Does the technology enhance accessibility and accommodate diverse learning needs?

Yes it allows the students and teachers to take virtual learning trips in a day and age where funds and time are a major issue in education. It takes into account the different learning styles of all students and enhances how the teacher/librarian can related the information to the student.

 How and/or can you design instruction using that technology?

As I stated before I used the web to introduce my lessons.  For example I used the website Brainpop to introduce and reteach the Dewey Decimal system also the care of library books.  I also have an storyline online to show how normal it is to read aloud to students.  That is a way of modeling rate, voice and intonation. It has become a major part of my lessons.  Even in tutoring.

How much guidance would instruction with that technology require?

In my case it would take a lot of guidance because teachers are the worse students.   They take the stance of, “If it ain’t broke don’t fix it”.  They will not use the technology if there is no specific requirement and will not integrate it in to the lessons.  There is a need for deep training, hand holding and making them accountable for it to really effective.

 What kinds of guidance would be necessary?

Training and training and modeling.  There is nothing deep about it. Teach acceptance of the minor technology in education such as cell phones are just has important as tablets.  Teach them that it conserves more of our natural resources and the teachers need to control the class.  Let the students curiosity lead the learning and the technology will create the problem solvers we so desperately need.

Section 6: Getting an IDT Position and Succeeding at It

This section of your textbook focuses on jobs in the profession of instructional design and technology: lessons and tips on how to get one and organizations that can support the job search and continued learning in the IDT field. Many of you already have a job in the field or in a related field; however, based on this week’s readings, you’ll reflect on where you are, where you want to go, and what you need to learn or do to get there. Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promo

I am currently beginning my first year as an elementary school librarian, serving on a new campus with new staff in this new position. I am currently in my 2^nd and hopefully my final year of study in the Library of Science degree. This will be my second master’s degree. I have my Bachelor’s Degree and teacher certification in elementary education specializing in reading.  I have a life time certificate in education and proud of that.  As an educator I served as an early childhood teacher for 23 years total so far.  In 2007 I received my master’s degree in Reading which my first love in education.  I feel that all knowledge begins and ends with reading.  I worked with multiple programs within the elementary school campus from SST, dyslexia, field trip chairperson,  21^st Century summer/ afterschool camp lead person, Sunshine committee chair, CILT team member and grade level Team Lead.   I have always enjoyed working with the children and after coordinating various children’s activities with others, and to help in any capacity where I am needed. I feel as if I am a giver. Two years ago I began to give some serious consideration to the idea or obtaining by school librarian certification. I have had limited experience in the library setting, and maximum in the classroom.  The experience with teaching reading and the love of books is what pushed me to the challenge of change. Therefore, I think that the idea of being a school librarian would be a good fit.  Upon graduation I hope to be able to pass the certification exam and continue to keep my current position as a school librarian and my job within DISD.

Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Use the WorkMatrix in the chapter titled “Getting a Job in Business and Industry” to help organize your thoughts. Do you most desire first, second, third, or fourth level service? Or would you rather design or develop instruction? What features of work are important to you? What economic sector do you want to work in? Based on these intentions, explain what you need to learn. What skills and qualifications do you need? Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations? 

Eventually I hope to become certified and complete my tenure as employee as a library/media specialist. I would like to work and become a positive impact to the teachers as well as the students. It is my goal to be able to have a positive impact in the classroom and library setting.  I suppose that I would most desire first level service as my goal is to become a school librarian. When it comes to designing or developing instruction, I think that I would be most comfortable developing instruction rather than designing it. In our district you are the creator of the lessons, and how it is tested for impact.  The collaboration of instruction with the teachers is a major factor in my position.  I am their resource to books and technology which is the link to the instruction in class. With the introduction of new and different types of technology into the classrooms and schools, the job of school librarian has changed dramatically. The position has become one in which knowledge of instructional technology and various media is an important part of the job. I have many areas that I need to focus on in the technology piece of the degree that I lack in still to be fully functional to serve the students and teachers well. The economic structure I feel comfortable serving would be the middle to low income schools.  I would feel needed and would best be of service to them. I hope that I can obtain this knowledge and required skill set through the coursework required in my program. I feel that sometimes the required classes that are given by this university do not make a perfect fit for my position as it pertains to my grade level of choice when it comes to technology and research.  I am doing my best to for fill the requirements. 

Finally, what organizations would best support your continued learning after you graduate? Do you think you would benefit from joining those organizations before graduating? Explain why or why not? think that professional organizations are extremely beneficial resources. Among the organizations that I think would be helpful in my profession would be the following:

Dallas Association of School Librarians (DASL) is our local professional organization.

This organization services the Dallas librarians and keeps us up to date with local district issues as well as state.

 American Association of School Librarians (AASL)- this organization is a division of the American Library Association. It is the “only national professional membership organization focused on school librarians and the school library community”. More information about the organization can be found on their website www.ala.org/aasl/.

The Texas Association of School Librarians (TASL)- the purpose of this organization(as stated on their website) is to “promote library services and librarianship in school libraries in Texas and to cooperate in the promotion of general and joint enterprises with the Texas Library Association”.  More information about the organization can be found on their website www.txla.org/groups/tasl.

The Association of Texas Professional Educators  (ATPE)- this professional organization was founded by educators and is the “leading educators’ association in Texas and the largest independent educators’ association in the United States”. “ATPE exists to serve the needs of Texas public education and fights for our schools on the local, state, and national levels.” More information about this organization can be found on their website www.atpe.org.

This program will support my background as an educator.  Librarians are educators too.  They have links that assist to what are best practices in education.

I am currently a member of the Dallas chapter and I hope to soon become a member of the State and national chapters I believe that it could be beneficial to join these organizations before graduating because they offer so many helpful resources. They all provide opportunities for professional development and continuing education, and other learning resources. In addition, they provide ways to connect and collaborate with other professionals and organizations in the educational field. Many also provide advocacy on behalf of their members and ATPE provides legal protection to its members should the need arise.  I have been in a situation where they were there to support me and protect me. 

Section 5 Trends & Issues Various Settings

1.       Chapters in Section V identify trends and issues in IDT in various contexts: business & industry; military; health care education; P-12 education; and post-secondary education.

Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues.

Military

Trends                                                                                  Issues

New Technology                                                              Funding

Responsibilities                                                                design constraints

Partnerships                                                                      training

Lifelong learning

P-12 Education

Trends                                                                                  Issues

NTeQ model                                                                       Technology Integration

ASSURE Model                                                                  Collaboration

Evaluation                                                                           Training

Research based                                                                    funding

Post-Secondary Education

Trends                                                                                  Issues

Faculty and training                                                              tension and timelines

Instructional Design Model                                                  funding

Plan and delivery information

Leadership

Service

Integrate technology

Information that is is similar are funding, all given by the government and directed to train the person or students.  There is necessary time line that is set to get the information to use for protection, graduation or for grading or teaching to get to the next level in a position.  They types of models used vary in each area it really doesn’t say if the post-secondary used research based training.  Trainers’ job descriptions are not exactly the same either.

Then explain how they are similar or different from the IDT trends and issues in the context in which you work.

My IDT

Trends                                                                                  Issues

Technology                                                                      faculty and training                                        

Plan and delivery                                                             funding

Research based                                                                Timelines

                                                                                         Collaboration

                                                                                         Integrate technology

In the public school where I work the issues are the same as in the P-12.  The major issue in my opinion is the faculty training when the new technology is brought the campus.  Teacher use the technology only when necessary or forced to use it if they are not comfortable with the computer. When also affects the integration of the technology with lessons.  Each instructional design is supposed to be research based but in education the trends go so fast that none of the issues will be solved if it doesn't give the quick fix.

2.       Chapters in Section VI discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning.

 How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many?

2A. we must take the stance that using less has to become more. This to me is a political issue that some do not believe. We are aware of our problem but, we do not own up to the creation of the problem.   We need to truly teach our children to integrate the past with the present.  This happens every time the lights go out on a campus.  A true teacher can teach without the computer and the web vs. one that breaks into a breakdown of what do we do now? We are not taking care of the earth and its resources or teach our youth the true consequences of what is happening because we are not.  Technology although is wonderful but it is also a culprit of the destruction of our ecosystem. Let’s get back to the basics use the technology to teach them boy/girl scouts techniques so when the computer or electricity goes out it won’t be a shock.

2B. Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues?

No, the present educational system teaches them to look up someone else’s solution and use it not to use trial and error.  Some of it also says there is only one answer to the problem when there may be multiple choices.  We have lost our free thinkers.  It is said and the teachers hands are tied by tests that regulate the curriculum and graduation and teacher’s pay checks in Texas.

 Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not?

We are already using the methods that Europe is using in my opinion.  We use the individualized learning with learning disabled students and our Talented and gifted students.  Some schools have adapted the curriculum to programmed lessons on purchased websites upgraded from CD’s.  So there is no Magic Dust.   It is all the same thing just a name change. RTI is the new name for what was already happening.

Computers and internet activity is now almost the norm in school districts but teachers are not required to pass an equivalency test to use or teach technology unless it is your area of expertise in education .

Section 4: Human Performance Technology

1. Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. 

Identify a performance problem in your area of work. 

I am a brand spanking new librarian on a brand new campus with new staff.  I have been in education for 23 years.  Now that I am on the other side of the circulation counter I am totally lost.  In teaching your are first required to do your practicum under a seasoned teacher.   Then graduate and apply to a school district  for employment, where you are placed with a mentor to guide you for a full year. At this time I am not into my practicum until the spring I do not have a designated mentor form the district or the college. This situation is due to budget constraints for the school district, which cuts the money set aside to pay mentor librarians to assist the new librarians. I was blessed to acquire this position while working for the hours and certification.  So, I blame the economy and politics for this performance issue that will in turn  effect my performance which will affect my PDAS appraisal.  The domino effect.


 Identify non-instructional solutions that may help solve the problem.

A solution to the problem could be a recruitment of seasoned librarians to volunteer their time to train and mentor the teacher with a physical compensation.  The professional development should be monthly for new librarians only for those required to have mentors. Also a once a every other week mentor/mentee campus visit to support and assist with necessary paperwork.

2. Chapter 15 presents performance support systems.

 Define performance support systems. 

Providing performers with varying levels of access to support information and tools at the moment of need.

 Explain how a performance support system might (or might not) help solve the problem you identified above.

The schools have everything in place to support the initial training of the new librarians but, the mentor program. The mentors are the( performance support) that the new librarians need when a new problem occurs in learning the new computerized system the( work interface) to issue books, remove electronic materials or ordering book and the book fair.The blend of the performance support (mentoring)  with the training(individual professional development) is extremely crucial for success of not only the new librarian but the campus as well o the monetary and educational support.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. 

What knowledge would help solve the problem you identified above?

The knowledge that would support the issue at hand would be Tacit knowledge.  We need those nuggets of expertise but to specifically direct the new librarians as I know and have seen them used towards new teachers.

How would that knowledge need to be collected and managed to help facilitate problem solving?

Right now the seasoned librarians have created a volunteer list of those librarians who want to assist in that time of need. The list has been complied and sent out to all librarians via email with numbers to call.  All the while even if we don't ask there are some sharing via website. 

4. Chapter 17 describes types of informal learning. 

What informal learning experiences have you participated in at your organization?

I am in the midst of the on-the-job training.  My museum is the real life library that has a multitude of articles that I must 

learn about to assist the instructors as well as the students.  

 Could those informal learning experiences be shared with others? 

When it becomes my turn I would hope the system is better but, what is in place can be updated and links added for the librarians to seek assistance. I will be truly supportive of a new librarian as they have for me.
Mentoring free without the money.



Could the knowledge gained in those settings be codified and managed?

Yes these should and can be coded.  This is how the books, videos and etc. begin with the how to situations.



 Should it be managed or should the informal experiences be replicated or broadened for others?

It should be managed so that everyone's experience of the required situations can be seen in more than one solution methods. I would like to see a booklet or website maybe a blog created to speak about the first year experience of a new librarian and how the experiences

 were handled.
       

Instructional Design and Technology blog Evaluation Models

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation.

A.      Search for at least two other models used for evaluation and summarize these models.

A logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan, and the changes or results you hope to achieve.  

Describe how you would use them to evaluate your instruction.

I would use this model to evaluate a program that would be used as an intervention for our low performing students.

 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

Time constraints would the question to the program.

B.      The EFQM Excellence Model is based on nine criteria.  Five of these are "Enablers" and four are "Results".  The "Enabler" criteria cover what an organization does and how it does it.  The "Results" criteria cover what an organization achieves.

  In the EFQM Excellence Model, these are called the Enablers.  If the right Enablers are effectively implemented, an organization will achieve the Results they, and their stakeholders, expect.

Describe how you would use them to evaluate your instruction.

It provides a common language that enables our members to effectively share their knowledge and experience, both inside and outside their own organization. It ensures that all the management practices used by an organization form a coherent system that is continually improved and delivers the intended strategy for the organization. I could see this as a tool to check how the principals and lead teachers view the programs for after school enrichment.

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

Honesty in responses would be the issue.

Chapters 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline.

Day 1

Professional Development

Topic Why Integrate?  Give a Pretest about the uses of technology in our daily lives.(teacher created) Use a video to introduce the topic.  Look at data of student performances about the integration of technology into the educational classroom.  (You tube for videos)

Day 2

What is technology integration defined in teacher terms?  Introduce blogs; I pad lessons, cell phone lessons, face to face lesson online etc.

Have them create a lesson integrating technology into a vertical lesson plan. 

Day 3

Have either the technology teacher or a teacher that has had no problem integrating technology into the class teach the teachers effective websites and teach a grade appropriate lesson to the teachers.

How will you use Situational Leadership to facilitate this project and manage scarce resources? 

Depending on the years of teaching experience and the knowledge of the topic I would delegate the workshop the leadership team to take control after meeting with them before and listening and practicing the workshop before teaching it to give my personal input of clarity.

Epistemology (How I study and how I know I have learned it)

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. 

 In your definition the study  of what and how we come to know.

 So that i can place it in my own terms it is how I know it for myself in my own terms.  How my the events took place in my accumulation of knowledge. 

What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

Epistemology:  According  to Webster the study of or theory of the nature and grounds of knowledge.  

 My definition How we learn.

 Instructional methods: how it is taught 

theories: the taught of why and how

According to Webster theory: an idea or set of ideas that is intended to explain facts or events.

My definition: What we think happened according to What we know. 

According to Webster method: a careful or organized plan that controls the way something is done.

My definition:steps to how I do or plan of action.

According to Webster models: types or version of a product.

My definition: sample

The steps of education and life of how we take what we see and copy and adjust to life.  But each has and objective and goal of what we are to learn to thatt will result to success through trial, error and tested models. This is the basis of the educational model used to teach all subjects in school.

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. 

I think not sure but I am a relativist. I just know and I go with my personal feelings and opinion to make my decision that benefits my learning.  I tend to go with my gut feeling about situations and how people will react in a given learning situations based on previous first hand knowledge. 

Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. 

I don't think that I have ever had a strong opinion against how or what an instructor has said about anything. I take all situation in my college career as learning experiences.  But, if I had to say one thing I am have a strong offense to right now is an issue that will not be resolved. I have a strong issue with the online college course vs. face to face course offered as a whole.  Seven years ago I was able to take my Masters classes for my first Masters face to face and I felt as if I was getting more support and education than this type of education.  I have no one to turn to about this task because it is a massive decision that was done to benefit the college for monetary reasons and apparently for  those students who have time constraints and  need this type of platform to receive a masters.  

Just recently I read in the local newspaper how online courses are more expensive to take than face to face course. But my issue would not be to the finance just the comfort and classroom support. It is not my learning style at all and I feel like a failure and stressed at the program as a whole.

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. 

Behavior: emphasis with  reinforcement, verbal behavior, an social development We are to reinforce consequence  rather then condition and unconditional stimuli 

In total : response to to learning

Constructivist: development is assimilated from the environment and their activity.

In total: learn by doing

How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process?

Behaviorist try the task and wait or watch  for a response. I think of Scientific Method and watching for patterns of what would be normal or tested reactions to situations. Teacher led experiences.

Constructivist  given a task will not need the patterns will not have a set method to get to the task but jump in it feet first without consequence. Student lead experiences.

 Finally, what effect might these differences have on learner motivation?

Nature of the problem solving

 Behavior see the problem set objective and decided to test a theory of what might happen based on trial and error.

Constructivist Have previous knowledge of what has happen and they use previous knowledge to solve the problem. So they use see the end in mind first.

Instructional Design and Technology

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology? 

 I agree with the AECT definition of facilitate, improve , apply, create, use/utilize, analyze, and manage all of which is the use of technology with human emphasis to teach.

 What experiences or other influences have shaped your definition? I have been and educator of the early child for 23 years and in reading the chapters technology has grown in education when the children have become boxed in buildings and are unable to travel to gain the firs hand experience of what they are tested upon.  I used the computer to explain to socio- economically disadvantaged children about rural life and to enhance my lack of know when it came to the subject of science at times. 

How has your definition changed from examining the definitions in the first chapter of this book?

It really didn't change it it helped give me the evolving definition to what I didn't know.

2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received.

For two years I taught 2nd grade science and social studies.  I focused on the science portion to align vertically with the 5th grade which is the test grade level.  I would look at the data where the 5th grade students had the most failure rate for the previous year and focus my second grade lessons to that area.  I would also use the 3rd grade curriculum in combination with the second grade required to blend and what was new and necessary.  I would use the six weeks benchmark test to guide whether I needed to revise and re teach. Each six weeks the data was calculated and looked at and asked what were the mental confusions or how could this be explained better in team meetings.

 How does that lesson adhere or fail to adhere to the six characteristics of instructional design?

So I think that my lessons were student centered, goal oriented had meaningful performance, they could be measured, and it was done on a team basis horizontally and vertically.  

3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? 

Is rationale is physical other than traditional is how I would assume I am to take the exclusion. We three are the normal standard and have not necessarily changed and the other vehicles to technology have been ever changing in society.

Would you consider teachers, chalkboards, and textbooks instructional media?

Yes, we are methods, materials that can be manipulated to learn from we just don't need batteries or electrical cords to operate.

 Is the purpose of instructional design to incorporate media into instruction?

I agree with that statement because money rules how much educational opportunity each student receives.  When there is no money to have first had experience technology can take you there without leaving the building.  It is the best teacher assistance that extends the textbook.

Tech 4 Content Objects

The four apps I chose to investigate were not hard to understand based on technology for me.  It has taught me that what I am doing as an early childhood instructor to introduce science instruction is necessary and correct.  This is especially true when there is a need for hands on materials and the lack of funds to teach the the students.  I looked at Earth Viewer, Google Earth, Science 360 and Brain Pop.  What I liked about  all the these apps fall under the TPACK qualifications they even cross the core curriculum lines. What I didn't like about some of the apps were they are too hard for the average 2nd grade students to use alone. They lessons would need to be guided for the first lessons or until the students gets use to the manipulation of the app.  

My favorite is the Brain pop app. It is my favorite because it is an app but it is also web based for those schools/students that do not have access to an apple type product. The other 3 could be used to enhance your lessons.  

Brain pop goes as follow concerning the TPACK:

Content  knowledge: Science main lesson with Reading and Social Studies as sub lessons

Pedagogical Knowledge: curriculum based lessons that teach the students at their educational level

Technology Knowledge:Computer animation is highly effective in demonstration of processes that 

cannot be viewed naturally or that are difficult to demonstrate in the classroom or even in 

the laboratory.  

The main issue is the teacher needs to be the catalyst to the transfer of knowledge from the lessons.  Students still need to be guided.  

The lessons can be used at home for futher homework study, there are  tests to check for understanding and games to practice the lessons given instruction. 

Tech play 3

The tools that I explored are the following that I could download for free on the school ipad.

screen chomp liked technology idiot friendly used to assist students.  Takes the place of  after school telephone help.
Next three apps. Just for visual use no games like going to the Science Place to the astrology  room in the dark but on the computer and students can touch to direct where they want to look.
science 360
globe
Goskywatch
Next two apps students are able to write director give voice to their own stories.
show me
puppet pals

Didn't quite know what to think of this app.  Different radio recording I guess used for history lessons.

audio boo

Puppet pals I wouldn't mind using to teach and enhance my reading lessons with students in elementary.


I would say on the TPACK if possible the adaption stage  for the teacher and student would be where this program would fit  Teacher would become the coach than stand back and watch the students create. The content of course is reading, writing, collaborative working with other students sometimes.


This would definitely be used for those slow learners, dyslexic students tier 3 students that struggle and need some sense of success in reading.  If can be and intervention tool for afterschool or summer school.

It is a tool that support the students creativity and shows the teacher what the student says and does not based on the basal and worksheets.

eportfolio assignment Tech play 2

http://www.portfoliogen.com/leisabooker/

and http://www. leisabooker.weebly.com


I found both beneficial for eportfolio for a novice.

 The Weebly site has a navigation to upload the pictures and links.  It walks you step by step to create and upload with  embedded video links.

The portfoliogen is specific for teachers.  It houses all information that that can be updated and can be used as a electronic resume for different states.  If asks to whom you would be interested in sharing your information with. The site can also be adapted for classroom use for assignments for students, It has that link as an option as well.


Both give the bare minimum for design because all in all the job is to get you to pay for an upgrade to to keep your information.

I would choose the Weebly site since I am a novice.  But for students I would choose the portfoliogen for lessons.

• Identify affordances. In your blog post, write about the affordances of the tools you explored. Consider how and why that tool might be the best choice for you.

I used the site to upload pictures of my lessons for teaching timelines to 2nd grade students.  This is important to me because I support vertically the science  and social studies for 5th grade.  My lessons are based on 3rd grade TEKS  and they are hard to recreate for 2nd grade.  This is a visual lesson plan for me as well as an example to show my technique.

• Consider context. Would you make a different choice of tool if you were asking your students to create an ePortfolio? Why or why not? Discuss the affordances of these tools for others in different contexts.

Because they are second grade students it would only benefit me to use as a record, but i could use it to show them how to use it as a tool that can be used to record their science explorations as a modeling tools.

The 5th grade students would benefit more with this. It can be used to gather all of the lessons and materials to be used to enroll in the districts magnet schools. They could video vocal performances for the ARTS school, take pictures of the paintings and sculptures, video tape work on science experiments for the STEM fair etc. and turn in with test scores and class work for application.

2nd grade scientist

I would like to use blogs with 2nd grade science students.  The blogs will be used to make accountable talk discussions about our once a week science explorations about what is going to happen in the in our experiments and how they might be able to make additions or changes or new aha's before we begin coming to cooperatively learn and  create a hypothesis .  I also feel that this is a good way to help young students build their vocabulary used for scientific purposes and learn to work together with their multiple intelligences.

The learning theory used with the blogs will be the constructivist approach because Constructivism works well in information literacy instruction settings for several reasons.   The cognitive/constructivist model helps the learner “own” the material through active involvement, emphasizes collaborative learning, and allows for differing hypotheses that encourages development of a learning community.  Information literacy skills, like conducting searches or evaluating web documents, all lend themselves to learning that depends on cognitive activity, on thinking about discrete steps in a process, on brainstorming trial answers to a series of questions, and on sharing and comparing those trial answers to discover the best outcome or the most satisfactory information solution.   

The blogs will build the learning communities that in the real world causes companies to rise up to success.  The students will journal and use a hands-on activity(experiments) with computers.

The major issues to take in to account  will be time constraints testing is the major force in my district (reading is the key) so this is an if then situation each day,  Lack of computers to relate to do a blog.  Lack of student knowledge of what a blog is and how to use it. 

I plan on giving my all to the task so that my students will see the new world of computers and science as a team to success.

Testing

This is a test.