Trends and Issues in IDT

This week I have explored trends and issues in IDT in Healthcare, P-12 Education, and Higher Education. I have focused on five different areas of comparison among these three educational contexts: Instructors, Learners, Priorities, Use of technology, and problems. The chart below summarizes my findings.

 I work in P-12 education. I am a high school teacher and have been a librarian in practicum. I do see some similarities among the IDT trends and issues of my school/teaching assignment and those that I have read about.  It is true that our teachers, administrators, and students are all learners, and that teachers and administrators provide training and leadership. There are many, but not all, teachers and administrators for whom technology integration is a priority because of the ways in which it may improve student learning.  Most of us, if not all, would like to see increased student engagement, but struggle with designing instruction that makes learning more authentic.  A contributing factor to teachers’ resistance to learn and implement innovative teaching methods, is the lack of time on the part of the teacher who is struggling to teach students  the subject area content while at the same time meeting with the pressure that their students be able to pass standardized tests. Technology skills and integration are often the focus of professional development offerings within my district, but as it appears to be a common problem in P-12 education, teachers are still under-equipped or lack the training to effectively integrate technology. However, I believe that as a highly trained technology and curriculum specialists in my school, I may begin to make a difference. As a librarian, and having been a teacher myself, I understand the struggles involved with implementing new teaching methods and instructional technology. I may be sensitive to these issues that teachers face when offering professional development opportunities and trying to sell teachers on new ideas.. By enlisting the input of subject area experts (the teachers), I may approach ID in a way that utilizes the best of the knowledge that we all have to offer. This perspective will also enable me to offer better support systems to teachers as we move into the future of education and pursue paths that will enable our students to become equipped with the skills and dispositions to succeed in the 21^st century. 

Performance Improvement

Identify a performance problem in your area of work and identify non-instructional solutions that may help to solve the problem.

Many students at my school did not pass last year’s STAAR Writing EOC. This, to me, seems to be a performance problem that could be improved with non-instructional solutions. I know that these students are receiving writing instruction. In fact, these struggling students have been put in special intervention classes where they may be pulled by their ELA teachers for additional individualized instruction. I cannot judge whether the student’s ELA instruction is in need of improvement, but as a librarian, I see several other solutions for improving writing scores based upon library programs. (Studies have shown that the more a student reads, the better a writer he or she becomes.)

• Students might be offered incentives to read more. 
• Students must be provided with the time to read materials of their own choosing.
• Students must be provided with engaging reading materials and information sources in both print and digital formats. 
• Students must be provided with the time and encouragement to produce and communicate their own unique ideas in less high-stake settings.
• Students must receive adequate feedback on these products of their ideas.
• Students must have access to adult leaders who model the behaviors of reading and writing.

Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

 

In chapter 15 of the text, Nyugen defines performance support as “a system that provides performers with varying levels of access to support information and tools at the moment of need.”

I imagine a computer software or device app performance support system to help students improve their writing skills as having the following capabilities:

• It would allow access to examples of well written materials with clear annotations throughout on as to why it is considered so.
• It would provide tools for planning written work. 
• It would offer writing critiques, grammar pop-ups, and other suggestions for correcting one’s work. 
• It would provide links to additional external writing help.

If such a program does exist, I think that a performance support system would not be a fix-all, but would be one of many interventions that could be used to increase the level of performance of our student writers. In fact, Nyugen (2009) suggests that performance support systems be used for low frequency and non-critical tasks. I believe that being able to write well is high frequency and very critical, especially when tied to performance on high stakes testing. 

If we were to rely too heavily on a writing performance support system, we might find that it acts as a crutch, and when that support is removed and students must work alone with no outside aid on the STAAR EOC, they may not perform well. It is for this reason that I would be hesitant to implement such a support system for anything other than a training support tool, and at that, it should be used in conjunction with classroom ELA writing instruction and several of the other proposed library program interventions mentioned above.

                                                                     by Laraine Languell

What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving? 

In chapter 16, Rosenberg discusses four types of knowledge: explicit, tacit, common, and undiscovered. In the above presented problem of students failing the STAAR EOC Writing exam, I would want to understand what knowledge that high performing writers have that struggling writers do not. I believe that the characteristic that sets the high performers apart may be that they hold more tacit knowledge, or the knowledge of experience. The skills of writing must be developed over time. I believe that the more experience we have in reading well written text, and in creating our own written products, the more our writing skills develop. This experience leads to a better feel for grammar, syntax, and the overall written flow of ideas. We begin to emulate the style of well written texts that we have read and begin to develop and perfect our own unique style of writing.

It would certainly be a challenge to make this type of tacit knowledge explicit and commonly known, but attempting knowledge management could benefit developing or struggling writers. This undertaking becomes more feasible when we understand and work within the components of knowledge management: codification, collaboration, and access. 

Much of what we know about writing skills has already been codified in innumerable resources over grammar, punctuation, creative writing, different styles and forms of writing, planning written work, etc. The studying of such resources has its benefits to the developing writer. However, as previously mentioned, I believe that writing skill comes much from experience. Experience comes from exposure to well written literature and experience in creating one’s own written works. Experience and tacit knowledge can also be shared by means of the collaboration component of knowledge management. Students and teacher could accomplish this by discussing written works, sharing one’s own written works with others, critiquing and offering feedback on the work of others, and by promoting these types of collaborative exchanges in a non-intimidating environment.

Access to information is also a key component of knowledge management. As a librarian, I facilitate access to information. One way of doing so is to provide well organized resources in both print and digital format. The school library’s website serves as a portal for organized access of information and resources. This portal links to our online catalog into which our print, multimedia, and electronic resources have been cataloged according to the standards of the Dewey Decimal Classification System to enable easy and predictable retrieval. Through the systematic creation of bibliographies, patrons may search for online resources and production tools by topic or type from the library website as well. The library website is a portal to the K-12 Online Databases. The website might also serve as a portal to web 2.0 tools that may facilitate the type of collaborative exchange of knowledge described above. The library strives for equitable access to information, so restrictions on who may access the information and when it may be accessed, should ideally be nonexistent. I am excited to be a librarian because the library is the hub of knowledge management. The valuable information and resources within the library must be promoted to our learning community so that we might learn to better use these resources to solve problems by means of access to knowledge and ideas.

What informal learning experiences have you participated in? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? Should it be managed or should the informal experiences be replicated or broadened for others?

Informal learning is a continuous experience in our lives, often driven by interest and curiosity. For those things in which we are most interested, we seek information, immersion, and experience. I can think of many examples of informal learning in my own life. My undergraduate degree is in Spanish education. I am not a native speaker, so I had to learn Spanish as a teenager and adult. Much of the fluency that I have gained has been through informal learning- authentic conversation with other Spanish speakers. Although it can be difficult for foreign language educators to replicate a truly authentic language experience in the classroom, the knowledge gained through authentic conversation can be somewhat codified and shared with language students. Educators and instructional designers can accomplish this through long-distance communication with other Spanish speakers via phone, Skype, and web 2.0 tools, through watching and listening to Spanish multimedia, and through true immersion experiences of visiting Spanish speaking communities. These forms of informal learning have helped me personally in forming my knowledge of the Spanish language. I also experience numerous opportunities for informal learning on a vast number of topics throughout my daily life. When we encourage students to see these informal experiences as ways of developing knowledge, we are helping them to truly become life-long learners.

Evaluation Models

Chapter 10 of the text makes a strong case for evaluation. As educators, we know that time and money are in limited supply (if not inadequate) in most of our school programs. If we receive grant funds for a particular project, it is even more imperative that we be good stewards of our resources. Poorly planned and implemented programs lead to waste. Program evaluation, although it cannot ensure 100% success, reduces our risk of failure as it helps us to assess the programs value and benefits, use best practices for design and implementation, and follow through so that we may realize goal attainment, or at least better understand our lack thereof.

Several evaluation methods are provided in chapter 10. Along with the CIPP and Kirkpatrick models, I found both Rossi’s and Brinkerhoff’s models to be potentially useful in my future career as a librarian.

I was interested in Rossi’s Five Domain Evaluation Model because it does not take a one-size-fits-all approach, but rather allows for the evaluation to be tailored to better fit the local program. I think this could be effectively employed to evaluate a local library program, service, or resource. For this example I will evaluate the resource of K-12 Online Databases (Encyclopedia Britannica, EBSCO, etc) using Rossi’s 5 steps.

Step 1: There is a need for our school’s students to be able to research reputable sources of information, and the Databases in conjunction with the guidance of the librarian will be able to provide this.

Step 2: We (as evaluators) are able to access data that gives evidence of the learner benefits of being able to research the Databases when the program is implemented by properly trained librarians.

Step 3: We must ask if the librarian (or teachers) have been properly trained in the use of the Databases, and then, if they are able to effectively train students in research skills needed to maximize these resources.

Step 4: After we have employed the Databases for several months, we would evaluate 1) statistics that show how often the Databases are being used, and 2) an assessment of students’ research skills.

Step 5: Now that the Databases are no longer being funded by the state, do the benefits of having the Databases outweigh the high cost of an annual subscription? Could students learn research skills and access this information elsewhere in a way that is more cost-effective?

Brinkerhoff’s Success Case Method would also be an effective evaluation to conduct in order to assess the success of a program that trains students on researching the above mentioned K-12 Databases. I can appreciate that this method seeks to satisfy the needs of stakeholders as well. Because programs and resources such as these require a large investment in both time and money, it is important that students, teachers, administrators, parents, and tax payers feel that the learners and the community are receiving a worthwhile return on their investment in this program. The impact model used during step 2 of this evaluation would be appropriate because it helps to clarify desired skills and knowledge to be gained, takes into consideration environmental factors that may influence the outcome, and takes into account business goals such as cost effectiveness. This method focuses on and studies cases in which this program has experienced greatest success. It also determines what caused that success and what future implications this may have on the program.

What aspects of the program should be evaluated?

It is important to evaluate whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. However, if I were to use any of the evaluation methods addressed above I would also be able to assess other important aspects of the program such as:

Is there a legitimate local need for the program? Was the program designed using best practices? Were implementation goals met? Is the program cost effective? Does it meet the desires of stakeholders? What are environmental factors that influence the program? What are the key factors that contribute to the success of a program like this? These are all important questions.

“Managers do things right, leaders do the right things.” (Bennis, 1994)

Managers are naturally leaders, and leaders naturally fall into management positions. If chosen to develop educational technology training sessions for teachers at my school, I would need to think like both a manager and a leader.

Because I am asked to do this at a time during which our school’s budget is tight, I know that I will have to carefully design the training with thought of maximizing our limited resources.

I would first try to plan what type of technology trainings are most needed, and the scope of the trainings, in light of available resources. I would like to train teachers to use the technology resources already available because I know that a time of economic decline may not be the best time to purchase new technologies, especially if we are not properly trained in using the ones we already have. (I have seen technology resources go to waste too many times in my own district because teachers are not trained sufficiently in their use, or are not equipped with ideas and support in implementing the technology into their classrooms.)

I would next assess my project resources. I know that money is scarce, and that time is also often a scarce resource in school related projects. My most abundant resources may be human resources. Good teachers like to teach and share knowledge, even with other teachers. If I am able to recruit enough teachers to my project team, I may be able to make up for the shortage of time resources so that no one person is stretched too thin. The teachers’ positions on the team would then be delegated.

Subject area/ technology expert teachers would be put in the positions of delivering session instruction and training. It would behoove these teachers in leadership positions to use the 4 phases of Situational Leadership. During phase1 of technology training, instructors will offer detailed instruction and close supervision to the teacher-learner becoming familiar with the technology. During phase 2, instructors will continue to offer detailed instruction, recognize learner achievement, and help learners to build confidence in using the technology. Phase 3 of training will focus on desired outcomes. Perhaps teacher-learners might demonstrate ways in which the technology might be implemented in the classrooms to the benefit of their own students. During phase 4, teacher-learners are now skilled enough to take what they have learned into their actual classrooms. The session leaders might follow up on the training by continuing to monitor the success (or possible struggles) that teachers are having in the implementation of the newly learned technology. The duration of continued support to teacher-learners could be decided upon as part of the scope of the project, but most likely, good teacher-leaders will continue to support their colleagues on an ongoing basis anyway.

How Do We Come to Know that Which We Know?

The discussion of epistemology vs. theories/methods/models of learning is a complex one.  After reading the chapters and some reflection on the topic, I was reminded of the research methodologies course that I took last semester, as the intro to that course involved describing how we know what we know.  Merging ideas from that previous course with information taken from this week’s readings I have come up with the following:

Epistemology is study of the foundations of human knowledge. Basically, What do we understand? What causes us to understand this?  According to Babbie (2010), the way that we have come to know that which we know is either through agreement reality (common knowledge, e.g. the earth is round) or direct experience. I find this to be a very concise description, and one that has helped me to put the rather vague idea of epistemology into a more manageable perspective. Theories/methods/models of learning build on this foundation by taking us more deeply into explaining and understanding the process of acquiring knowledge, whether it be a response to stimuli or a result of our experiences as we interact with our environments or cultures.

Babbie, E. (2010). The practice of social research. (13 ed.). Belmont: Wadsworth Cenage Learning.

Positivist-Behaviorist, Contextualist- Social Constructivist, or Relativist- Radical Constructivist

This week’s readings have caused me to reflect upon and evaluate the way in which I am designing lessons and how students are learning in my own classroom. To better articulate my understanding of these epistemic stances and the theories and models that those who hold these stances would favor, I will explain them from my perspective as a Spanish teacher.

A Spanish teacher who subscribes to positivist-behaviorist practices might design lessons in which behavioral objectives are written. An example might be that the student uses the correct form of the adjective when describing a particular noun. The teacher might design a series of exercises and drills so that this becomes an automatic response. Ex. When a student hears a Spanish noun that ends in “o”, he automatically responds by giving an adjective that also ends in “o.”  Although the student might successfully satisfy the objective, this grammar concept does not necessarily hold meaning for the student, and does not easily transfer itself to real-life speaking situations. Because of this, many students leave a foreign language class saying “I can conjugate verbs (insert other grammar concepts), but I cannot speak the language.”

Instructional design that leans too far in the opposite direction might very well have its own flaws. A Spanish teacher who subscribes to relativist- radical constructivist practices might allow a bit too much individual freedom in project design or goals that are set toward acquiring the knowledge and skills to become fluent in the language. Would the focus of the student be well-rounded enough to allow for progress in all areas of language acquisition such as speaking, reading, and writing? Many students may not be mature enough to take on so much responsibility for their own learning. Unless carefully controlled, students and teacher alike could find themselves floundering in an attempt to maintain direction in this environment.

Although the textbook does not blatantly say that a constructivist approach to instructional design is best, Reiser and Dempsey do present compelling evidence in favor of constructivism. A Spanish teacher who subscribes to contextualist- social constructivist practices might have a classroom that fits the following description:

•  Instruction is designed according to the knowledge that the student is to gain, not according to how and what the teacher feels compelled to teach.

•  The teacher does not lecture and then drill students on subject/verb agreement, but rather tries to engage students in more authentic conversations that might elicit the use of this grammar concept.

•  Student learning is self-paced, but carefully managed by the teacher. For example, if a student does not master the correct use of verbs, they are given more opportunity to practice with other students at or above their attainment level (as opposed to time-based instruction where students are herded forward even before they are ready causing further struggle and dissatisfaction).

• If one were to walk into this teacher’s classroom, rather than seeing students sitting and individually working on the same worksheet, he might see students engaged in authentic conversation with other students, or students collaborating in an effort to create a product that might be useful to the school’s ESL population.

I think that in order to effectively draw meaning from the curriculum, it really comes down to students being authentically engaged within a community of learners. 

Of these stances and learning models, I find myself to use more positivist-behaviorist practices. This is not because I find this to be the best practice, but because it is how I was taught, and how I was trained to teach. I am left contemplating how I may make the shift to developing a more learner-centered constructivist classroom. How does one begin to restructure a course that she has been teaching for several years? How does one find the resources and time? Can this be done mid-year? (I am guessing that it would be a process that would take some time.) What smaller steps could I implement now to make learning more authentic and engaging? I appreciate that the text (pg.80) discussed how technology might assist in some ways to manage a constructivist classroom and how it might also be used in lesson design and instruction to maximize learning.

Learner Motivation

Many instructional designers and educators agree that problem-based learning is effective. A behaviorist approach to solving a problem might be that students must first master prerequisite skills before using them to solve a problem. This could be detrimental to student motivation because the students might not initially view the skills as valuable if they cannot see a relevant use for mastering them. On the other hand, a constructivist approach places much importance on students’ meaning making during the learning process. If the students are able to initially make meaning of what they are learning, and continue to learn skills as they work to solve an authentic problem, they will likely reach deeper levels of comprehension and knowledge. Students in this learning environment will develop skills such as drawing upon mental models, realizing causal relationships among elements in a problem, and making predictions, to better solve other authentic and more complex problems in the future. These students are also more likely to remain engaged and experience the intrinsic motivation of completing a task into which they are deeply invested. 

A picture of my classroom taken from our school website.                                           www.denisonisd.net