I am more interested in office suites than in photo sharing, so I chose to review
• Google docs
• Ajax
• Zoho (I did not write a review on this one since the assignment called for reviewing two apps).
Overall, the three contain quite similar or duplicate uses, and they are all in some way connected to or use part of Google’s site. I found Google docs to be the most efficient in that it has many wonderful features, is simpler and easier to use than the others, and it is more popular (connected to what most people probably already use anyway, like Google’s search engine and gmail e-mail). I’ve highlighted the perks of each along with comments.
Google Docs
Our technology staff person (who is also a full time teacher) has mentioned Google Docs to the staff several times, but hasn’t had the time to go into much detail about it. It was nice to be able to finally take a look at what he was talking about myself instead of waiting for his push, which may have taken time considering his busy schedule. Also, I didn’t realize it, but I was already signed up for Google Docs and had been using it via my cell phone! I just knew that my phone was connected to Google, that I created memos in my phone and could sync them to Google on-line, but I didn’t realize it was the actual “Google Docs” program that I’d been using! I’m glad to have been able to go through the application more thoroughly so that I can now get optimal use out of it.
I would definitely recommend that my colleagues use Google Docs. When I heard our technology staff member mention it, I thought giving it a try would be adding more work to my plate, but now I see how helpful, supportive, and beneficial this application can be to me and to others, for personal use and for professional use. The features that stood out to me were:
• On-line Word Processing--Being able to create word processed files on-line, tracking and organizing them there
• Easy Transfer of Documents from PC--Being able to upload files from my personal computer to the on-line app for one-stop, quick and easy access, viewing, and editing
• Easy Transfer of Documents to PC--Being able to download documents created on-line to my personal computer. This means that I am not limited to working on files and documents through my personal home or work computers alone, but that I can access any file that I create or upload to Google Docs from any computer that has internet access. The only down side to this would be if I was without internet connection and therefore could not access Google Docs. Having all of my files created in Google Docs downloaded to my personal computer would come in handy for me as a teacher. I know that I have been frustrated at times when I began creating an assignment for school on my classroom computer, but had to leave work without finishing it. I would have to save my document, e-mail it to myself and then open it at home to finish it. (A few times I have even forgot to e-mail it to myself and had to re-create the document from scratch at home). By this time, I would have one incomplete version on my school’s computer, a completed version on my home computer (or flash drive), and if I wanted the completed version saved on my school’s computer I had to send another e-mail to myself and then re-save it or pull it from my flash drive and save it to my school’s computer. Whew! That was a hassle. Now, with Google Docs, I can simply create the document on my school’s computer and then upload it to Google Docs, which I can also access from home. I’ve always wanted access to all of my school files at home. Now, instead of copying every single thing to my flash drive and organizing it or e-mailing them to myself, I can use Google Docs sort of as my middle man and backup system! Now I can have all of my school documents and personal documents in one place without limit, except if I am somewhere without internet connection. The only other thing that I am leery about is the fact that all of my personal information is on-line instead of where only I can access it. Sure I have a password, but there are people that know how to get around that, and what if Google is secretly looking at my work (not that they would want to steal any of it, but it makes me feel like my documents are not completely private). Still overall, I guess it is better than having to save everything to flash drives, e-mail accounts, and having to make multiple copies of documents.
• It’s Free--The only thing you have to have is a Google e-mail account
• Can Be Accessed From Anywhere—Even via a smart phone
• Easy Collaboration—Instead of sending e-mails of documents to be revised, they can be revised in real time with one original version instead of multiple copies
• Familiar Desktop like Microsoft Word ®
• Can Create Other Documents—Spread sheets, on-line presentations and videos, drawings, etc. that can be published and unpublished at the click of a button, and shared with whomever you wish, or with no-one
• Can Create Forms or Tests!—This part is really cool for teachers. Tests and questionnaires can be crated on-line, taken on-line by students, reviewed and graded by teachers on-line and tracked. Teachers can compare scores and get percentages without all of the usual paper work and time and energy of going through one paper at a time to calculate individual, whole class, or multiple class information and ratios.
• One Stop Spot—Access to e-mail, searchable calendar, documents, web search, Google Reader
• Auto Save Feature—Work is automatically saved
• Folders for Easy Organization
• Can Publish as a Web Page
• Saves Money from Software--No need to buy software, upload or download files, or send e-mails; can use instead of Microsoft Word ® if desired
• Doesn’t Limit--Can use without own computer and all is saved on the internet under personal account
• Easy Viewing—Can view all documents in index form (actually seeing the format of each document and not just its name) or in list form
Ajax
Here are my thoughts on some of the features within Ajax:
• Also like an on-line desktop
• Can easily back up files
• Google apps comes with it
• Can use desktop widgets and applications with it
• It is also free
• You are able to log in (or sign up) using your Google account information.
• It includes on-line workspace, web apps, widgets, and storage
• If you have firefox downloaded, there is no need for installation, but with internet explorer, you do have to do a little downloading. I was not very excited about this part, although many people do already have firefox.
My thoughts on this is that it is a useful tool if someone just does not want to use Google products for some reason, but I would say you might as well use Google docs because many things that you likely already use can be housed in one location.
Thursday, August 12, 2010
Wednesday, August 11, 2010
D/B 13
What most made you say (or think) “that’s so neat!” Why?
What was your favorite activity of the semester and why?
There were many interesting things and ideas that stuck out to me from this chapter. It was funny that the technologies that I’ve seen in futuristic movies—technologies like artificial intelligence, computer micro chips implanted into human skin, and devices that scan body parts for entry or recognition of a person—are actually being researched and are expected to be a normal part of life in the near future!
Being in the Language Arts arena, I had to wonder how some of these near future technologies will apply to the language arts. It seems easy to apply them to areas that require physical movement, more hands-on work, and scientific/technology based work, but when it comes to the rules and art of reading, writing, grammar, vocabulary, etc., how will these technologies be incorporated to aid learning? Perhaps some of the technologies have been tested or used in the language arts arena. The authors mention that ITS applications in the artificial intelligence area that incorporate one-on-one tutoring “have been effectively employed in a variety of content areas” (p.327). I wonder if one of them is ELA.
I could envision a device similar the “electronic training jackets” example from the text (p. 325) helping students in their public speaking techniques. Imagine wearing a body suit from head to toe, standing in front of an audience giving a speech and feeling a warming sensation arise in one of your legs or hands because you are twitching them in front of the audience, or a little beep going off in your ear each time that you say “umm,” or “like” or “and.” May be far-fetched, but it came to mind while thinking about the futuristic technology of the training jacket and application to the language arts (which includes speaking).
I also thought that the artificial intelligence future instructional system’s capabilities were pretty interesting because of the value that they could bring to education. Right now, there is one teacher in a classroom of 25+ students (sometimes up to 40 students with today’s budget cuts!) who is expected to diagnose all of the learning needs, figure out and meet the diverse learning styles and cognitive abilities of each student (and for multiple class periods throughout the day), and give one-on-one assistance to those who are struggling with whole class instruction. It’s quite something to juggle, but we do it to the best of our abilities. It would be interesting to have within our grasps, a futuristic instructional system that would assist us to “diagnose learning needs, learning aptitudes, and styles; develop instruction tailored to identified needs and aptitudes; modify the level and type of feedback and instructional strategy based on learner responses and progress; and implement best practices guidelines based on up-to-date research findings” (p. 326). Such a technology system would make a great partner in education and teaching for teachers. It would have the potential of making our jobs and student learning more efficient and individual student needs would be able to be more readily met. I do not think that computers should one day replace human teachers, nor do I think that they could fully (the human touch and ability to diagnose individual needs, moods, backgrounds and to relate to students is so important), but I think that this type of technology would be a beneficial help, support and asset to education.
I can’t help but to wonder though, especially with the recent financial and budget cuts: once these technologies do become available, will the educational system have the finances to fund them for classroom use?
Of all the activities that we’ve completed in this course, I would have to say that blogging has proved to be very beneficial to me (of course with all of the things that can be done with a blog—like posting videos, maps, images, text, etc. ) I like it most because I think that I will get a lot of use out of blogging both professionally and personally. I also really liked the social bookmarking because of the convenience of being able to store many sites in one location. This will also be very beneficial for school and personal use. I think that I will also eventually use a wiki in my classroom, but I will have to play around with its capabilities a bit more to become more comfortable with it. I know we were only told to mention one activity, but I also like the ease and effectiveness of the Google sites website creation tool.
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
What was your favorite activity of the semester and why?
There were many interesting things and ideas that stuck out to me from this chapter. It was funny that the technologies that I’ve seen in futuristic movies—technologies like artificial intelligence, computer micro chips implanted into human skin, and devices that scan body parts for entry or recognition of a person—are actually being researched and are expected to be a normal part of life in the near future!
Being in the Language Arts arena, I had to wonder how some of these near future technologies will apply to the language arts. It seems easy to apply them to areas that require physical movement, more hands-on work, and scientific/technology based work, but when it comes to the rules and art of reading, writing, grammar, vocabulary, etc., how will these technologies be incorporated to aid learning? Perhaps some of the technologies have been tested or used in the language arts arena. The authors mention that ITS applications in the artificial intelligence area that incorporate one-on-one tutoring “have been effectively employed in a variety of content areas” (p.327). I wonder if one of them is ELA.
I could envision a device similar the “electronic training jackets” example from the text (p. 325) helping students in their public speaking techniques. Imagine wearing a body suit from head to toe, standing in front of an audience giving a speech and feeling a warming sensation arise in one of your legs or hands because you are twitching them in front of the audience, or a little beep going off in your ear each time that you say “umm,” or “like” or “and.” May be far-fetched, but it came to mind while thinking about the futuristic technology of the training jacket and application to the language arts (which includes speaking).
I also thought that the artificial intelligence future instructional system’s capabilities were pretty interesting because of the value that they could bring to education. Right now, there is one teacher in a classroom of 25+ students (sometimes up to 40 students with today’s budget cuts!) who is expected to diagnose all of the learning needs, figure out and meet the diverse learning styles and cognitive abilities of each student (and for multiple class periods throughout the day), and give one-on-one assistance to those who are struggling with whole class instruction. It’s quite something to juggle, but we do it to the best of our abilities. It would be interesting to have within our grasps, a futuristic instructional system that would assist us to “diagnose learning needs, learning aptitudes, and styles; develop instruction tailored to identified needs and aptitudes; modify the level and type of feedback and instructional strategy based on learner responses and progress; and implement best practices guidelines based on up-to-date research findings” (p. 326). Such a technology system would make a great partner in education and teaching for teachers. It would have the potential of making our jobs and student learning more efficient and individual student needs would be able to be more readily met. I do not think that computers should one day replace human teachers, nor do I think that they could fully (the human touch and ability to diagnose individual needs, moods, backgrounds and to relate to students is so important), but I think that this type of technology would be a beneficial help, support and asset to education.
I can’t help but to wonder though, especially with the recent financial and budget cuts: once these technologies do become available, will the educational system have the finances to fund them for classroom use?
Of all the activities that we’ve completed in this course, I would have to say that blogging has proved to be very beneficial to me (of course with all of the things that can be done with a blog—like posting videos, maps, images, text, etc. ) I like it most because I think that I will get a lot of use out of blogging both professionally and personally. I also really liked the social bookmarking because of the convenience of being able to store many sites in one location. This will also be very beneficial for school and personal use. I think that I will also eventually use a wiki in my classroom, but I will have to play around with its capabilities a bit more to become more comfortable with it. I know we were only told to mention one activity, but I also like the ease and effectiveness of the Google sites website creation tool.
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
D/B 12
Describe two tangible take-aways that you think you could apply in your work.
What are two ways you believe you can apply ideas in this chapter to improve your teaching/instructional design work?
The chapter on Rich Media was very interesting to me. In some ways it was like a refresher of information from education classes that I’ve taken in the past concerning how we learn and the cognitive process of learning. In other ways, it gave me new insights to information on how we learn and how to use technology for learning in a way that fosters the way that we learn and process information.
One idea that stuck out most was concerning the long term memory and working memory. Specifically interesting was how much information we can hold in the different categories of our working memory. I already try to be conscious to teach via mini-lessons and then have the students process or apply the information through quick discussions or writing prompts and then repeat the process before giving extended time to apply the idea on their own or with a group. I knew that there was a limited capacity within the working or short term memory, but finding the specifics like that we can hold 7 plus or minus 2 chunks of information there at a time was helpful. It was helpful to know that the chunks of information we can hold in our working memory breaks down into visual/pictorial and auditory/verbal channels or storage areas, and that we can be overloaded with information and not apply it to our long term memory if the instructional technology that is used has too many features from either area. An example that really stuck out here was “Since working memory capacity is highly limited, including three sources of sounds—narration, environmental sounds, and music—[overloads] the limited capacity of the auditory/verbal channel.”
Another thing I found to be interesting and helpful is the idea that the picture book makers had it correct—students do learn better from words and pictures than from words alone. I think many people would have assumed that animated visuals or video would be more effective than static images, but it was interesting to find that static images can have the same effect as animated videos.
My school recently installed digital projectors in each classroom. Since then, one of my plans has been to incorporate more visuals like video clips into lessons. The text proved a theory that I’ve had in that students learn better when they can see images of the concept you are teaching. After reading this chapter, one thing that I think will be very helpful to me in teaching is that visuals should be explained by words when presented in audio, or that showing video clips with audio narration is more effective than text narration alone. When choosing a clip to show, I will check to make sure that the animation is accompanied by narration rather than on screen text alone.
Two similar ideas stick out to me the most that sum up what I feel is important from this chapter overall:
• It is important not just to present information, but to present information in a way that fosters how we learn (working memory capacity and structure, activating prior knowledge from long term memory to interact with new information, etc.)
• Rich media must be aligned with the human learning process to be effective.
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
What are two ways you believe you can apply ideas in this chapter to improve your teaching/instructional design work?
The chapter on Rich Media was very interesting to me. In some ways it was like a refresher of information from education classes that I’ve taken in the past concerning how we learn and the cognitive process of learning. In other ways, it gave me new insights to information on how we learn and how to use technology for learning in a way that fosters the way that we learn and process information.
One idea that stuck out most was concerning the long term memory and working memory. Specifically interesting was how much information we can hold in the different categories of our working memory. I already try to be conscious to teach via mini-lessons and then have the students process or apply the information through quick discussions or writing prompts and then repeat the process before giving extended time to apply the idea on their own or with a group. I knew that there was a limited capacity within the working or short term memory, but finding the specifics like that we can hold 7 plus or minus 2 chunks of information there at a time was helpful. It was helpful to know that the chunks of information we can hold in our working memory breaks down into visual/pictorial and auditory/verbal channels or storage areas, and that we can be overloaded with information and not apply it to our long term memory if the instructional technology that is used has too many features from either area. An example that really stuck out here was “Since working memory capacity is highly limited, including three sources of sounds—narration, environmental sounds, and music—[overloads] the limited capacity of the auditory/verbal channel.”
Another thing I found to be interesting and helpful is the idea that the picture book makers had it correct—students do learn better from words and pictures than from words alone. I think many people would have assumed that animated visuals or video would be more effective than static images, but it was interesting to find that static images can have the same effect as animated videos.
My school recently installed digital projectors in each classroom. Since then, one of my plans has been to incorporate more visuals like video clips into lessons. The text proved a theory that I’ve had in that students learn better when they can see images of the concept you are teaching. After reading this chapter, one thing that I think will be very helpful to me in teaching is that visuals should be explained by words when presented in audio, or that showing video clips with audio narration is more effective than text narration alone. When choosing a clip to show, I will check to make sure that the animation is accompanied by narration rather than on screen text alone.
Two similar ideas stick out to me the most that sum up what I feel is important from this chapter overall:
• It is important not just to present information, but to present information in a way that fosters how we learn (working memory capacity and structure, activating prior knowledge from long term memory to interact with new information, etc.)
• Rich media must be aligned with the human learning process to be effective.
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
Thursday, August 5, 2010
Website
English Website: Literature--"The Giver"
One way that I can envision using my website is as a tool and resource for students to prepare for and reflect on their reading. For instance, prior to reading the novel, “The Giver,” which my 8th graders are required to read, I would post a plot summary and important vocabulary for students on the website. The students would use the site as a resource to get background information about the story and to build their background knowledge about important vocabulary terms. After gaining the needed information from the website, students would participate in reflective and cooperative group mini-projects to synthesize and discuss the plot, their predictions for the novel, and their personal applications of the vocabulary terms.
After gaining and building background knowledge about the story, the students will begin reading the novel and use the website themselves to create additional web pages on the site. Their web pages will be in reference to how they analyze the events and themes within the story and written reflections. Students will work in groups to create their web pages and be able to choose from several project items that will help them to meet the unit goals of literary analysis. The students will be required to include graphics within their web pages.
After reading the novel, the students will also be required to read and reflect on the website information updated by their peers, review the important content and analysis of the novel, and take a final exam on the novel’s theme and how literary elements were applied within it.
Check out a sample of how this website would potentially be set up here.
One way that I can envision using my website is as a tool and resource for students to prepare for and reflect on their reading. For instance, prior to reading the novel, “The Giver,” which my 8th graders are required to read, I would post a plot summary and important vocabulary for students on the website. The students would use the site as a resource to get background information about the story and to build their background knowledge about important vocabulary terms. After gaining the needed information from the website, students would participate in reflective and cooperative group mini-projects to synthesize and discuss the plot, their predictions for the novel, and their personal applications of the vocabulary terms.
After gaining and building background knowledge about the story, the students will begin reading the novel and use the website themselves to create additional web pages on the site. Their web pages will be in reference to how they analyze the events and themes within the story and written reflections. Students will work in groups to create their web pages and be able to choose from several project items that will help them to meet the unit goals of literary analysis. The students will be required to include graphics within their web pages.
After reading the novel, the students will also be required to read and reflect on the website information updated by their peers, review the important content and analysis of the novel, and take a final exam on the novel’s theme and how literary elements were applied within it.
Check out a sample of how this website would potentially be set up here.
Screen Casting Ideas
Screen Casting Lesson Idea(s)--
There are a few ways that I thought using screen casting would be interesting and essential for. One, a screen cast could be used as a part of the lesson while a substitute teacher is present with students when the regular teacher needs to be out. Sometimes it is difficult to explain to a sub how to teach a mini-lesson on a certain topic and you don’t want the students to pause from doing the assignment while you are away. Using screen casting, the teacher could pre-record a screen cast of a specific mini-lesson before students got to working on their assignment for the day with the sub. This way, when the teacher returns, students will not be behind in the curriculum and the teacher will know that the material was taught in the right way (or in the exact way that they had intended).
Back to my issue concerning “absenteeism” from earlier in the course, screen casting could also be used for teachers to record pertinent information/lessons/examples that would be important for students who were absent during the actual face-to-face lesson to have seen. It is very difficult to catch absent students up on topics and lessons that take some time to explain. Usually they come back and get the gist of what the other students learned, but with a screen cast, they could get the exact same information as the others, most likely, without skipping a beat. This same idea could be used for students who were present during the lesson but need a refresher or could benefit from hearing and seeing the lesson demonstration more than once. In this sense, it could serve as a type of tutorial for individuals or groups of students that need extra help, time, or assistance to grasp concepts or how to perform an educational task.
For science classes, or classes that incorporate a lot of live demonstrations that might involve heavy set up and material preparation, screen casting could be used to actually present the demonstrations to students. This would save a secondary teacher from having to clean up and set up the demonstration area several times throughout the day. It would allow more time for further teaching or application of the lesson for students to be able to work.
Example: In teaching writing, I often have to use large chart paper to demonstrate how to brainstorm and begin doing a specific type of writing (personal narrative, essay, literary essay, etc.) Each type of writing has certain elements within it that must be present. Teaching this seven times in a day means using a lot of chart paper, since I want each class to experience the steps of writing with fresh examples and to have the charts posted in the classroom to refer to later on and throughout the writing process. With screen casting, I could create a movie clip demonstrating the concept about writing that I would teach that day, share examples (recording writing on the chart paper) and create spaces for pausing the video to actually ask students questions, answer their questions, or to have them demonstrate concepts or practice with a partner. I would actually make the chart posters during the video lesson and students would still be able to use them as references because they would then be posted in the classroom for them to view and utilize.
A couple of other ideas that came to mind for using screen casting in an English classroom would be use for centers and to teach reading strategies. With the right amount of technical equipment, a screen cast could be created and set up as a tutorial for students participating in each individual center. This way, the teacher would not have to be nailed down to one particular center for a long period of time. This would also save the teacher from having to do a lengthy presentation and demonstration with the entire class prior to center time beginning, which could take away from application of learning time. Students would travel to their centers, view the screen cast along with the small group they are with in the center, and then get to work on whatever the center is focusing on.
I teach reading strategies by demonstrating my thought process while I read aloud to the students. Using screen casting, I could pre-record myself reading and demonstrating aloud a particular reading strategy. The students viewing the screen cast would have the same reading material available to them to look over as I read on video. This way, multiple reading strategies could be taught at a time, the teacher is free to assist with groups viewing the screen casts to check for understanding, and again, absent students would be able to later go back and learn how to use certain reading strategies without missing out on the most important ideas.
There are a few ways that I thought using screen casting would be interesting and essential for. One, a screen cast could be used as a part of the lesson while a substitute teacher is present with students when the regular teacher needs to be out. Sometimes it is difficult to explain to a sub how to teach a mini-lesson on a certain topic and you don’t want the students to pause from doing the assignment while you are away. Using screen casting, the teacher could pre-record a screen cast of a specific mini-lesson before students got to working on their assignment for the day with the sub. This way, when the teacher returns, students will not be behind in the curriculum and the teacher will know that the material was taught in the right way (or in the exact way that they had intended).
Back to my issue concerning “absenteeism” from earlier in the course, screen casting could also be used for teachers to record pertinent information/lessons/examples that would be important for students who were absent during the actual face-to-face lesson to have seen. It is very difficult to catch absent students up on topics and lessons that take some time to explain. Usually they come back and get the gist of what the other students learned, but with a screen cast, they could get the exact same information as the others, most likely, without skipping a beat. This same idea could be used for students who were present during the lesson but need a refresher or could benefit from hearing and seeing the lesson demonstration more than once. In this sense, it could serve as a type of tutorial for individuals or groups of students that need extra help, time, or assistance to grasp concepts or how to perform an educational task.
For science classes, or classes that incorporate a lot of live demonstrations that might involve heavy set up and material preparation, screen casting could be used to actually present the demonstrations to students. This would save a secondary teacher from having to clean up and set up the demonstration area several times throughout the day. It would allow more time for further teaching or application of the lesson for students to be able to work.
Example: In teaching writing, I often have to use large chart paper to demonstrate how to brainstorm and begin doing a specific type of writing (personal narrative, essay, literary essay, etc.) Each type of writing has certain elements within it that must be present. Teaching this seven times in a day means using a lot of chart paper, since I want each class to experience the steps of writing with fresh examples and to have the charts posted in the classroom to refer to later on and throughout the writing process. With screen casting, I could create a movie clip demonstrating the concept about writing that I would teach that day, share examples (recording writing on the chart paper) and create spaces for pausing the video to actually ask students questions, answer their questions, or to have them demonstrate concepts or practice with a partner. I would actually make the chart posters during the video lesson and students would still be able to use them as references because they would then be posted in the classroom for them to view and utilize.
A couple of other ideas that came to mind for using screen casting in an English classroom would be use for centers and to teach reading strategies. With the right amount of technical equipment, a screen cast could be created and set up as a tutorial for students participating in each individual center. This way, the teacher would not have to be nailed down to one particular center for a long period of time. This would also save the teacher from having to do a lengthy presentation and demonstration with the entire class prior to center time beginning, which could take away from application of learning time. Students would travel to their centers, view the screen cast along with the small group they are with in the center, and then get to work on whatever the center is focusing on.
I teach reading strategies by demonstrating my thought process while I read aloud to the students. Using screen casting, I could pre-record myself reading and demonstrating aloud a particular reading strategy. The students viewing the screen cast would have the same reading material available to them to look over as I read on video. This way, multiple reading strategies could be taught at a time, the teacher is free to assist with groups viewing the screen casts to check for understanding, and again, absent students would be able to later go back and learn how to use certain reading strategies without missing out on the most important ideas.
Wednesday, August 4, 2010
D/B 11
Reflect on what you perceive to be your own areas of strength and what competencies you feel you need to work hardest to develop given your professional goals. State adn describe at least 3 competencies you'd lilke to develop and why.
Like the Instructional Design and Technology professionals, K—12 public education teachers have a lengthy list of competencies or expectations that they are required to prove and perform. I always strive to practice what it is that I teach (reading and writing), to stay sharpened and abreast on the latest research concerning the teaching of reading and writing, and one day I would like to also experience teaching in the collegial setting.
One of my strengths is effective communication and rapport building with my students. I put conscious effort forth to make each one of my students feel like welcomed editions and contributors to our classroom family, to make sure that they recognize their capabilities and strengths, that they feel accepted, and that they know that am interested in their education and them as individuals. I feel that I also do well with clarification and feedback. I give detailed, written steps for assignments, discuss them with students, ask for questions, provide assistance throughout, and try my best to elaborate on what is expected of students. I also try to comment in writing on most assignments so that students know how well they performed in comparison with the expectations, what they did well and which specific areas need improvement and how to improve. Another thing that I am always conscious of is stimulating and sustaining my students’ motivation. I try to make sure that every lesson is somehow fun, engaging or interesting for them.
Areas that I feel I could use some sharpening or improvement in are using media and technology to enhance learning and performance. Along with that, I want to learn to better manage the instructional process through the appropriate use of technology (page 276, Table 27.3). I have been guilty of using technology to support what I am teaching or of just trying to find ways to squeeze technology into my lessons, without using technology to “transform” my teaching. I have mostly used technology like word processing for typing papers, internet for research or vocabulary projects, an overhead projector (the old fashioned kind) to model ideas for students, stereo equipment, and movie/television clips to teach or show examples of learning goals. I would like to develop these areas of competency because I recognize how important technology implementation is for our children to succeed in the work force and world that we are attempting to prepare them for. It is also an efficient, effective way, if used properly, to help students to learn and apply certain information. I do think that technology can and should be used to help transform education and I want to know how to go about using it to do so. I would also like more training and support with assessing learning and performance. I feel that I do fairly well with monitoring students’ progress through summative assessments, and with creating fair yet rigorous formative assessments that help me to see what students have really internalized, but I also realize how important assessments and using data to drive instruction are and want to make sure I am staying current on how best to use my students’ data to help them to reach the performance standards they are expected to reach.
(The Instructional Designer and Instructor sections of Tables 27.3 and 27.5 were helpful because they are most similar to public education teaching.)
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
Like the Instructional Design and Technology professionals, K—12 public education teachers have a lengthy list of competencies or expectations that they are required to prove and perform. I always strive to practice what it is that I teach (reading and writing), to stay sharpened and abreast on the latest research concerning the teaching of reading and writing, and one day I would like to also experience teaching in the collegial setting.
One of my strengths is effective communication and rapport building with my students. I put conscious effort forth to make each one of my students feel like welcomed editions and contributors to our classroom family, to make sure that they recognize their capabilities and strengths, that they feel accepted, and that they know that am interested in their education and them as individuals. I feel that I also do well with clarification and feedback. I give detailed, written steps for assignments, discuss them with students, ask for questions, provide assistance throughout, and try my best to elaborate on what is expected of students. I also try to comment in writing on most assignments so that students know how well they performed in comparison with the expectations, what they did well and which specific areas need improvement and how to improve. Another thing that I am always conscious of is stimulating and sustaining my students’ motivation. I try to make sure that every lesson is somehow fun, engaging or interesting for them.
Areas that I feel I could use some sharpening or improvement in are using media and technology to enhance learning and performance. Along with that, I want to learn to better manage the instructional process through the appropriate use of technology (page 276, Table 27.3). I have been guilty of using technology to support what I am teaching or of just trying to find ways to squeeze technology into my lessons, without using technology to “transform” my teaching. I have mostly used technology like word processing for typing papers, internet for research or vocabulary projects, an overhead projector (the old fashioned kind) to model ideas for students, stereo equipment, and movie/television clips to teach or show examples of learning goals. I would like to develop these areas of competency because I recognize how important technology implementation is for our children to succeed in the work force and world that we are attempting to prepare them for. It is also an efficient, effective way, if used properly, to help students to learn and apply certain information. I do think that technology can and should be used to help transform education and I want to know how to go about using it to do so. I would also like more training and support with assessing learning and performance. I feel that I do fairly well with monitoring students’ progress through summative assessments, and with creating fair yet rigorous formative assessments that help me to see what students have really internalized, but I also realize how important assessments and using data to drive instruction are and want to make sure I am staying current on how best to use my students’ data to help them to reach the performance standards they are expected to reach.
(The Instructional Designer and Instructor sections of Tables 27.3 and 27.5 were helpful because they are most similar to public education teaching.)
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
D/B 10
Identify 2 or 3 significant themes or differences you have noticed across these contexts and describe them. Is there a particular area or way that you believe your current professional working environment could learn from the other contexts described in these chapters?
A major theme I noticed is cooperation—working together for the common good or end-goal (adequate performance from learning/training) unlike the primarily individualized work that is done in K—12 education. It seems that in these areas, the team approach of each person adding their expertise to the pot is recognized, welcomed, and enforced. In K—12 education, at least as far as I’ve experienced and know of, professionals work mostly individually for the most part and come together for other areas than on focused lesson development and implementation. Meetings and collaborative efforts are mostly about ideas maybe related to the students’ education, funds, processes, but not so much specifically on lesson development, evaluation, and the day to day things that teachers go about in their classrooms to strive towards their learning goals. This focused collaborative effort throughout the lesson designing process, to me, seems to be something that we have not quite fully grasped yet.
Along with working together, I also noticed that these other areas not only work together, but they bring about a specialized knowledge to the group. For instance, there are subject matter experts and instructional designers. In K—12 education, teachers are trained to design lessons and units and are well versed in their specialized subject areas. However, it would be helpful to have additional support with lesson designing once employed from those who are specifically trained in instructional design to help with applying design techniques previously learned. This may be especially helpful with incoming or newer teachers. Instructional designers could also be available to novice teachers who request their help with implementing ideas or who just want to bounce ideas off of them. Plus, teachers coming from different preparatory universities all learn similar but different methods of lesson designing/planning, so a building or district-wide instructional designer(s) may be beneficial to bring order and coherence. It would also be nice for teachers to have help with implementing technology and for our technology staff to be free to help us with these types of things on a more regular basis without being in a rush.
It seems that the lesson design/training process is a bit more structured in Higher Education and in Business than in it is in K—12 education. I hear many teachers say something like, “When it comes down to it, I close my door and teach my kids,” stating that there are so many expectations and not enough support that they have to pick and choose what to focus on and so they do just that behind closed doors. I hear less about working together and helping each other as teaching staff, unless that cooperation is voluntary. It is not, however, regularly mandated or expected. Does the K—12 system recognize the importance of working together as a team to develop what is to be taught so that it can be effective? Do they recognize the need for specialized, trained individuals coming together to share their expertise and insight to reach the common goal of educating? Perhaps they could learn from the Business, Industry and Higher Education sectors. The chart on page 226 (figure 22.2) does a nice job of depicting a well thought out team approach to unit designing in Higher Education
Overall, it seems that the Business and Industry sectors are very organized and results oriented. In the K—12 education sector, all signs point towards a definite revision or change within the system that is needed and instructional design and teaching are more individualized. Higher Education seems to be more structured and although the teaching is individualized, there seems to at least be more opportunities for collaboration/group input and support.
A major theme I noticed is cooperation—working together for the common good or end-goal (adequate performance from learning/training) unlike the primarily individualized work that is done in K—12 education. It seems that in these areas, the team approach of each person adding their expertise to the pot is recognized, welcomed, and enforced. In K—12 education, at least as far as I’ve experienced and know of, professionals work mostly individually for the most part and come together for other areas than on focused lesson development and implementation. Meetings and collaborative efforts are mostly about ideas maybe related to the students’ education, funds, processes, but not so much specifically on lesson development, evaluation, and the day to day things that teachers go about in their classrooms to strive towards their learning goals. This focused collaborative effort throughout the lesson designing process, to me, seems to be something that we have not quite fully grasped yet.
Along with working together, I also noticed that these other areas not only work together, but they bring about a specialized knowledge to the group. For instance, there are subject matter experts and instructional designers. In K—12 education, teachers are trained to design lessons and units and are well versed in their specialized subject areas. However, it would be helpful to have additional support with lesson designing once employed from those who are specifically trained in instructional design to help with applying design techniques previously learned. This may be especially helpful with incoming or newer teachers. Instructional designers could also be available to novice teachers who request their help with implementing ideas or who just want to bounce ideas off of them. Plus, teachers coming from different preparatory universities all learn similar but different methods of lesson designing/planning, so a building or district-wide instructional designer(s) may be beneficial to bring order and coherence. It would also be nice for teachers to have help with implementing technology and for our technology staff to be free to help us with these types of things on a more regular basis without being in a rush.
It seems that the lesson design/training process is a bit more structured in Higher Education and in Business than in it is in K—12 education. I hear many teachers say something like, “When it comes down to it, I close my door and teach my kids,” stating that there are so many expectations and not enough support that they have to pick and choose what to focus on and so they do just that behind closed doors. I hear less about working together and helping each other as teaching staff, unless that cooperation is voluntary. It is not, however, regularly mandated or expected. Does the K—12 system recognize the importance of working together as a team to develop what is to be taught so that it can be effective? Do they recognize the need for specialized, trained individuals coming together to share their expertise and insight to reach the common goal of educating? Perhaps they could learn from the Business, Industry and Higher Education sectors. The chart on page 226 (figure 22.2) does a nice job of depicting a well thought out team approach to unit designing in Higher Education
Overall, it seems that the Business and Industry sectors are very organized and results oriented. In the K—12 education sector, all signs point towards a definite revision or change within the system that is needed and instructional design and teaching are more individualized. Higher Education seems to be more structured and although the teaching is individualized, there seems to at least be more opportunities for collaboration/group input and support.
Subscribe to:
Posts (Atom)