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.