Section 7

1. Distributed Learning is any educational or training experience that uses a variety of means, including technology, to enable learning (p.290).  Distributed learning has really taking off because of the internet which allows many options for institutions to provide instruction. 

a)      Corporate distributed learning - Dynamic Digital Advertising (DDA) is a corporation that offers to create and customize other companies training using the intranet.  They make training available to any employee who has internet access.

b)      Academic distributing learning – since colleges and universities have become more and more confident of the effect online classes have on continuing education and its integrity, they have providing a number of classes online.  Schools like SMU and Baylor allow students to take classes online which are non-traditional for them.

c)      Hybrid classes – I am taking a hybrid course now, Classroom Management.  There are 6 times we meet face-to-face, and the other time we participate online. 

d)      Virtual Classes – I had a class last semester, Philosophy of Education, where we had a virtual class meeting using LivePro.

e)      Distributed learning via virtual institutions – An example is Univ of Phoenix.  They have offices, but their university is virtually online.

2. Reusability is the ability to use the same resource multiple times in multiple ways and in multiple contexts (p.302).  I have taking a lot of courses that ask me to elaborate on a topic that was discussed in the text and site the page numbers.  Sometimes the book that I am reading is not an easy to comprehend text, but I have another book from a previous class that explains the topic perfectly for me to understand.  I would encourage the students to use the text because is it the book for which the class is covering, but if the student can use another text to explain the topic this they could. 

3. Rich media is learning products that incorporate high-end media such as video, animation, sound, and simulation (p.312).  This summer I was remodeling my bathroom and I needed to learn how to lay down tile.  I went to HGTV and search laying tile.  I was able to watch several video able laying tile; how to lay tile, how to grout, bathroom tiles, etc.

4. Nanotechnology is the ability to use technology to compact things.  This technology could improve the use of phone calls.  I was watching 60 minutes which featured the founder of the cell phone Martin Cooper.  He spoke about how cell phones have the ability to do almost anything because cell phones are able to hold more space and companies are creating a wide variety of apps.  He also stated that because people are asking more from their cell phones, there maybe a day when all your important contacts and information is stored on a chip which is implanted behind the ear.  The idea is that people will love this technology because they will be able to just naturally speak and what they are wanting will happen.  It will also eliminate accessories such as Bluetooth and headsets.

5. It is hard to choose between the two because both have specific characteristics that build a solid foundation of learning, exploring, and sharing.  The goal of both is to design and use technologies/resources, to improve learning and performance (p.342).  I think the direction that instructional design and technology will go depends on the individual.  As mentioned by Merrill, one road maybe rewarding to an individual because it opens the door for more information and resources to be learned and absorbed.  One the other hand, just getting the information and resources that one has is satisfying.  If I had to choose I would choose broad road because I like information and resources.  The more the merrier, to help with my design and performance.

I really enjoyed the class and the new information that I will definitely use to my advantage. 

Thanx….

Section 6: Getting an IDT Position and Succeeding at It

1)    Careers

a.      Instructional Systems Designer – TASC, Inc.

Description – design instructional materials for assigned courses within our Intelligence Operations Business Unit, which includes curriculum development and the analysis, design, development, delivery and evaluation of current and future instructor-led and computer based training courses. 

Skills - B.S./B.A. in Education, Instructional Design, or related field; Masters Degree or formal certification in Instructional Systems Design highly desired; 7 years developing instructional programs and applying the ISD methodologies and process in an adult learning environment; good interpersonal and analytical skills; previous experience with developing user guides, instructor guides, student guides, tests and test questions; experience developing computer-based training or multimedia projects to include flowcharting, storyboarding, and scripting of training materials; experience performing initial needs analysis and content research, developing and delivering instructor-led and computer-based training programs, and evaluating course effectiveness for both computer-based and instructor-led training.  You will have growth opportunity as an individual contributor as well as part of a team or leading a team with other training developers, programmers, and graphic artists. (ww.monster.com)

Looking over the skills that are required I think this is a job that is not for me.  I do not have a B.S. in the related field.  I am going to obtain my M.S. in Education.  The main deal breaker for me is the experience.  Right now the only experience I have in instructional design is designing my instruction for my 160 students at student.  So the answer to the question would be No I do not have the skills. 

b.      Instructional Designers/Training Specialist - Purolator

Description – training and development initiatives within Purolator, which include needs analysis, training design and development, and administration and expansion of learning management system.

Skills- Bachelor's Degree with at least 5-8 years of training experience

Expertise in needs analysis, program design, delivery and evaluation

Ability to influence others through the employment of sound judgment; able to build consensus and influence change and sustain accountability.

Significant experience working in a corporate training or organizational development environment

Demonstrated ability to adapt well to multi-location organization.

Strong personal motivation and enthusiasm, interest in and commitment to making a difference in the organization.

Strong ability to handle multiple training projects

Clear knowledge and application of adult learning theories

Experience in the development of self-paced training, required with working knowledge of Lectora and/or Audacity.

Knowledge of Learning Management System (LMS), preferred (www.monster.com)

           

The only qualification that I have for this job is a Bachelor’s Degree.  I could not being to think where in my career have I had the responsibilities to perform the duties listed.  This job seems to be for a person that has already been in the career and comes to the organization as an asset not for an experience builder.  I do not think I have the skills for this job.

c.       Junior Instructional Designer – ICF International

Description - focus on providing practical solutions to challenges in management and organizational change for public and private sector clients, consultant.

Skills -

Experience developing both soft-skills and technical training

Experience designing instructor-led, web-based courses, and blended solutions

Experience developing Web-based training at least Level 2 interactivity (Level 3 experience a plus)

Experience designing and developing SCORM 2004-conformant content

Experience and working knowledge of at least one rapid development tool (e.g. Articulate, Presenter, and Captivate)

Experience producing and adhering to task-level budgets and schedules  

Strong oral and written communication skills

Strong analytical, problem-solving, and decision making capabilities

Strong attention to detail

Ability to work well both individually and in a team environment

Ability to prioritize multiple tasks while demonstrating the initiative to complete projects with minimum supervision

Ability to be flexible to handle multiple priorities and to work limited overtime as necessary

Proficiency in MS Office Applications (Word, PowerPoint, Outlook, Excel, Project)

Sound business ethics, including the protection of proprietary and confidential information

MS/MA in Instructional Design, Education, or related field and/or

1 years of experience developing instructor-led training

1 year of experience developing storyboards for web-based training

1 years of experience designing courseware that is Section 508 compliant

1 years of experience working with subject matter experts

1 years of experience on a team of instructional designers, graphic artists, and programmers (www.careerbuilder.com)

This job seems more fitting to a person that has not been in the business before and would like to land his first job.  I think the main qualification that makes me qualified for the position is the MS in Education.  This job seems to be an entry level position for a instructional designer because the position works along side subject matter experts to identify critical issues.  I do think I have the qualification to apply for this job.

2)      Self Assessment

I went to the website www.careeronestop.org and took the self-assessment.  As I was going through the assessment I learned that I have a lot of qualities that make me marketable.  On the part where you had to rate yourself for each quality, I felt like I was a 7 (highest number) because I am truly an active listener and learner, a good manager of finances and personnel, negotiator and persuader, and speaker.  I learned that I do not really think of myself as being technical, although I am around my house.  Overall, it was a good resource to help me gather my skills that I have for a job. 

3)      Professional Organizations and Publications

1. Professional organizations – Assoc. for the Advancement of Computing Education
1. Mission – to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed (http://www.aace.org/).
2. Cost of Membership – not required
3. Publications - International Journal on E-Learning (IJEL) Corporate, Government, Healthcare, & Higher Education, Journal of Computers in Mathematics and Science Teaching (JCMST), Journal of Interactive Learning Research (JILR)
4. Conferences and meetings – Nashville, TN March 7 – 11 (Society for Information Tech & Teacher Education, Melbourne, Australia Mar.28 – Apr1 (Global Learn Asia Pacific)
5. Opportunities for professional development - Duration and relevance of a professional development program: using Intel Teach to the Future to illuminate successful programmatic features (Mar. 5, 2011).

2. Professional organization – Association for Educational Communications and Technology

                                 i.            Mission - The mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings (http://www.aect.org/).

                               ii.            Cost of Membership - $125

                              iii.            Publications – Edu. Tech. Research and Development, Linking Research and Practice to Improve Learning, Instructional Science, Edu. Media and Tech. Yearbook, International Journal and Design for Learners

                             iv.            Conferences and Meetings – PacifiCorp Design and Development Award Competition (Apr. 15, 2011), 2011 AECT International Convention

                               v.            Opportunities for professional development – just conventions

3. Professional publications – American Journal of Distance Education

                                 i.            Focus/Goals of the journal – disseminating information about research and scholarship in America

                               ii.            Submission guidelines - Articles should be based on research, although all methods and approaches to research are welcome. Authors are advised to ensure that their work is appropriately grounded in a review of existing literature. Submissions are accepted with the understanding that they will be subject to review and editorial revision and that they neither have been nor will be published elsewhere (http://www.ajde.com/).

                              iii.            Is this a peer reviewed journal? Yes

                             iv.            Is the journal online? Yes

4. Professional publications: Educational Technology

                                 i.            Focus/Goals of the Journal – bring about important new trends in the development of the field

                                ii.            Submission Guidelines – The editors are looking generally for articles which interpret research and/or practical applications of scientific knowledge in education and training environments.  The article should not be cast in the form of a traditional research report.  The style of writing should be on the informal side (bookstoread.com).

                              iii.            Is this a peer reviewed journal? yes

                             iv.            Is the journal online? No

I was blown away at the number of professional organization and publication that are available in the field of education and technology.  There seemed to be an organization and publication for any area within education and technology.  I really enjoyed the educational technology website because their publications focus on the new trends in technology, which is forever changing.  So I could use the magazine to stay abreast to technology that is often used, what my peers think of them, and what is to come.  Overall it was an enjoyable experience, which I hope to take full advantage of. 

4)    Competencies

Performance Technologist

Professionalism

1. Work well as a team leader and within a team environment.
2. Communicate in written, oral, and visual forms.
3. Comply with all legal and ethical standards.
4. Staying abreast to all current practices within performance technologist.
5. Maintain high integrity, punctuality, and professionalism.

Planning and Analysis

6. Develop and implement all instructional designs
7. Analyze current conditions of performance to make feasible corrections or deletions.
8. Conduct frequent assessments of performance.
9. Analyze small scale and large scale performances within the company.
10. Identify and target the area where newer technology could help.

Design and Develop

11. Design blueprint to analyze current performance.
12. Develop technological trainings for the staff
13. Develop professional development that will benefit performances for each employee.
14. Develop a credibility system for employees that emphasize high performances.
15. Develop assessments to keep track of the design’s success.

 Leadership

16. Display leadership skills when working with the team and company employees.
17. Be able to manage the projects and while as the team.
18. Monitor all phases of the design at every level of implementation.

Responsibility to Others

19. Treat others with respect and dignity.
20. Train them on the last design to improve their performance.
21. Give a quick turn around on feedbacks.
22. Be honest and transparent.
23. Respect others’ opinions.

Responsibility to the Organization

24. Report all findings from assessments and implementation to the organization.
25. All important information needs to be communicated to the organization.
26. Remember to always work to improve the organization’s performance.
27. Remember you are a representation of the organization.  Protect the confidentially of the organization.
28. Bring the organization abreast of any improvements, new implementations, or corrections which affect the organization.

My layout of the domains, competencies, and performance statements for a performance technologist was created to insure a person knows what qualifications, experiences, and responsibilities is need to fill the position.  The domains are common among the designer professions, so I decided not to re-invent the wheel.  The competencies consist of the qualifications a person needs to have to perform the duties.  The duties are layout in a way to let the person know their role within the organization.  The performance statements are the person’s responsibilities to others and the company.  These are like the rules and procedures in the business world. 

Section 5: Trends and Issues

1. Rapid prototype is using a working model during the product of an instructional design project.  Texas Instruments introduced their newest calculator to my district as a more intrinsic, interactive, technologically advanced way to improving science and mathematical performances.  Before the district bought the calculators, the TI representative presented the district with a rapid prototype of the model of the calculator.  The district has to make a decision is the calculator going to add to the success of the students and where would it fit in the instructional approach.  The district was able to implement the new technology in the instructional design. 

I think this approach could be used with the students throughout the year.  Mostly all teachers have their instructional design completed before school start.  This could be a good way to give the students some of the teacher’s power.  The teacher lays out the main subjects to be taught and what the end result should be at the beginning of each six weeks.  The teacher could have the students create their own instructional design that incorporates all the subjects and the end results, using the prototype as a guide. 

2. I would look at the overall environments that the solders are going to be faced with and make that a main focal point of my design.  As the full-spectrum models shows that the environments range from classroom, garrison/base, and deployment for the soldiers.  Having these ranges of environments limits the accessible technology.  I would suggest to the military to embrace this flexibility because it poses challenges that the soldiers have to adapt to, which is reality given their occupations.  While embracing the technological challenges, the military should have the same setups with more hands on.  Instead of having all simulated environments on the computer, they should simulate the environment at the location.  I would suggest to the military to have a design that focus more on the soldier being able to adjust to the new situation or challenge and still execute with high efficiency.    

3. I am sure the staff development would be about the direction the school district is heading and I am not going to be surprising the patrons with the news.  I would create an activity that gives the patrons a choice to choose which methodology they think would suit the school district’s transformation and why.  I would have a power point presentation that illustration what each is about and the process by which each has to take to be a successful transition.  I think it would be a smart thing to include the educators that are in the classrooms with the students each day in the decision making, and hopeful it would relief some anxiety.   

• Texas A&M

What are the different names used for the faculty development?

Faculties Professional Development Series

What division is it under?

Dean of Faculties & Associate Provost Offices

What services does it offer?

Seminars and readings addressing the classroom

How often are programs given and what specifically are they?

Promotion to full professor 1-3, making interdisciplinary work, campus climate survey, demystifying the tenure and promotion process, FDL – Information Session.  They have the session each semester.

UT-Dallas

What are the different names used for the faculty development?

Events

What division is it under?

Office of Educational Enhancement

What services does it offer?

hands-on and departmental workshops to help faculty understand assessment techniques, teaching and learning best practices, and instructional technology tools

How often are programs given and what specifically are they?

Each semester; workshops, consultations, media services, instructional design, and seminars.

UT-Arlington

What are the different names used for the faculty development?

Faculty Enrichment

What division is it under?

Faculty Related Programs and Incentives

What services does it offer?

Inform faculty and staff of the rules and regulations, appoint new faculty with tenured faculty, small groups discussions about teaching and learning, session on teaching strategies and techniques

How often are programs given and what specifically are they?

Each semester; Faculty Guide, Faculty to Faculty Mentoring Program, Teaching Circle, Instructional Sessions,

Section 4: Human Performance Technology

1. Human Performance Improvement is a great way to look at the problem of achieving.  Its focus is finding solutions to achievement problems using instructional and non-instructional techniques.  The attributes of HPI suggest that improving performance does not just stop at re-evaluating the instruction, training, or message, but that people are influenced by many factors. 

I have had problems with getting my students to study and complete homework.  This problem is not just my problem, but spread throughout the campus.  I have tried many instructional methods to correct the problem and have not had any success.  I was talking with my content instructional coach about the situation and the challenges.  The discussion leads her to suggest an interesting non-instructional solution to the problem.  She stated that my students bring their supplies to class because that is what I expect.  My students participate in class because I expect them to.  She stated it is not your instruction that is lacking it is your expectations.  You have expected everything from them except studying and doing homework.  This suggestion was moving for me because I really thought that I have did all I could have done.  I was really actually trying to come up with some instructional method that would get them to change their behavior.  It is no secret that if students study and do their homework, their grades and performance would improve. 

2. Allow for different learning styles: EPSS aids in helping deliver a message in a variety of interfaces; multimedia – video, audio, and text.  This is my favorite.  Sometime I want to find or learn about different information but I do not allow what to read about it.  I would like to visually see the information being performed

Allow for different levels of knowledge for users: EPSS helps to reduce the amount of information, but allowing the excess information to be accessed if a user wants to using hyperlinks.   

Fast access to information: information is available immediately for the user.  The user does not have to go and search to unneeded information. 

Easily updated: EPSS has a computerized way of updating the information being needed.  

I think that EPSS has not been widely used because a lot of worker were being chosen to perform a task that they have experience doing.  If a worker knows how to change out a light bulb and knows current needed for the light fixture, there is little training that the worker needs to help them perform their job.  When companies had training the common practice was VCR tapes and DVDs. 

EPSS would evolve into a way of life or an important asset to have for the companies.  Because demands for products are high, more workers are needed.  A lot of the workers are not highly qualified for the jobs; EPSS helps companies solve this problem.  EPSS solutions also provide multimedia representation for the trainings.  EPSS is important to companies because it can like a computer application that performs any combination of the aforementioned functions as needed to support performance (p.149).

3. I really have a problem with my students knowing how to read a graph and creating a graph giving some information.  I am reading about blended instruction and what jumped out at me is that the fact that blended instruction also requires formal and informal instructions.  I have done blended instructions trying to solve the problem, but they are not mastering the concept.  As I continue to read an idea using blending instruction and formal and informal instruction comes to mine.  Of course the student would get the formal instruction.  I could have the students chose a career and describe the career.  Then they would have to show me how this career could be rewarding over time and how it is rewarding after achieving a level of certifications.  They would have to have their descriptions graphed out so I can see the effect over a 20 year career.  I would provide them with websites that would help them gather information. 

4. I have been exposed to several informal learning experiences in my life.  I am going to share one that occurred while I was serving in the United States Navy.  When I first arrived to my duty station, I had some formal training that covered my job as an engineer.  I was assisted a partner that had been at that duty station for about 2 years.  My partner show me the normal protocol as far as where to receive our work order forms, processing the order forms, where all the location for each work order where located, and how to finalize each work order.  In school we learn how to about the different systems and how to conduct repairs on the systems that was it.  The thing about learning in school is that most of the situations are prearranged and the results are already known.  The instructor arranges the systems to be able to be worked on to achieve a desired result from the students.  What my partner was able to show me is that there are a lot of tricks to the trade that is not thought in school or could not be thought in school.  Also my partner was able to show me how to go about troubleshooting on the different systems especially the ones that was not covered in school.  We began to share the job duties as I began to know more and more about them.  This relationship continued and it was very productive for me because I was able to take the lead with another partner before any of the other sailors who came aboard with me did.  The relationship was very social because I had a lot of respect for him for showing me the ropes and allowing me to gain more and more confidence with my work.  Allot of his informal teaching allowed me grow faster than I would have without him. 

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

1. Flashlight "Triad" Model

There are five attributes to this model:

1. Overview and Confronting the Blog: This part is used to identify the large scale elements of a lesson or course.  This area could require a person to collaborate with their colleague to identify the mean elements.
2. From Blog to Issue: This part is where a person nail down what actually do they want to focus the evaluation on, i.e. mastery of a particular content, retention, growth, etc.  Then the person is supposed to choose two to focus on.

3. From Issue to Traid: For each issue create a traid which outlines the technology that is going to be used, the activities that are going to be used, and the outcomes expected.

4. From Traid to Data: There need to be at least five types of questions generated so data can be created.
5. From data to next step:  The data would be used to summarize the lesson or course. 

I would prefer to use this model to evaluate my instruction.  I would use it in a way to be a guide to see if I could organize my instruction into the given attributes.  I think it would really put my instruction into perspective for me. 

Goals-Free Evaluation (Scriven) Model:

 This model is focused on the programs effectiveness being determined by if its population had any growth from its use.  The facilitator is free from any standard, goals, or purposes for its use.  The facilitator generates outcomes from their observations.  After data is collected, the facilitator creates appropriate questions which evaluate the program. 

2. Just recently Texas Instruments introduced their newest calculator, the TI N-spire.  My school district adapted the calculators last year, but this year the curriculum is written with the calculator in mind.  In the beginning the N-spire was not really accepted among the teachers who were assigned them because it was sort of pushed on us.  The initial reaction was that there are a lot of features which calls for a lot of memorization on the part of the students.  With the previous calculator the obstacle of memorization was already taking care of because the students had been using those calculators for more then 5 years. 

Once the teachers started being trained using the calculator, which TI’s Webinar training was great, we realize that there were a lot of features that was unique to this calculator which seat it apart from the other one.  Most of the teacher were excited about being about to send work to the students and retrieve the work from them using the calculator.  A lot of “pencil to paper” work was eliminated with inputting the work into to the calculator, therefore eliminating simple mistakes.  The students are more engaged because of its clear images and the fact that they can present how to solve a problem to the class on the calculator. 

There are a few challenges to the innovation.  The access code is limited to the amount of time you can use it, meaning you really only can download the software on your desktop and laptop.  If your computer crashes, you have to install the software again, which uses up the last access code.  Sometimes the access points from the router to the calculator are not available. 

Although there are many advantages and challenges, my district has fully adopted the TI N-Spire.  From what I hear, this technology puts us ahead of other districts.

Relative Attributes: 

A. Calculator

Enter and evaluate math expressions. Use it to define library objects, such as variables, functions and programs, which are accessible from any problem of any document.

B. Graphing

Graph and explore equations, expressions and functions. Then make changes to variables to see how the values in dynamically-linked tables and equations will also change in real time.

C. Geometry

Construct and explore geometric figures interactively and animate points on objects or graphs and explore their behavior.

D. Lists and Spreadsheet

Work with tabular data. Use it to store numeric data, text or math expressions. Define a table cell in terms of the contents of other cells, and more.

E. Notes

Provides text editing functions that allow you to create and share documents with others using TI-Nspire™ handhelds and computer software.

Compatibility:

Windows/Mac

Complexity:

Create your own classroom of TI-Nspire or TI-Nspire CAS handhelds. Connect with students and connect them to each other. Engage them with dynamic explorations. Dive deep into concepts. Know each student’s progress and how to modify your instruction to offer just the right help and guidance.

Trial ability:

90 day trial period

Observability:

There is a Webinar set up on the TI website to help with getting starting and working with the different features within the calculator.

http://education.ti.com/educationportal/sites/US/homePage/nspire-family.html

3. If I was assigned to facilitate a series of technology sessions, I would start off with becoming aware of the team’s strengths and limitations.  This is having all the staff demonstrate their competency of each technology.  According to the results, I would assign a person or pair to conduct the sessions.  I would generate a dateline where the agendas and power points of each session need to be turned into me and what are their timeline for completion.  Once the power points and timeline are review, I will be able to give my last recommendation and be able to step back and monitor the sessions as they are carried out. 

Section 2

      One of the main goals in my Mathematic class is for students to be able to use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Although this is broad the main outcome is for students to be able to develop a problem-solving skill that would allow them to solve any giving problem. 

a)      Behavioral Learning Theory – is basically conditioning a desired behavior.  BLT helps me to understand that in order for me to help my students achieve the goals that are established I have to teach the students how to develop certain habits and reactions to a given situation.  This teaching comes in the form of conditioning.  For example, if the question is addressing the area of some shape, the students should automatically think of the formula chart.

b)      Cognitive Information Processing Theory – is gathering the right data or information, processing its importance, and putting the information gathered with the appropriate strategies to identify a solution.  Also this theory indentifies the three memories systems; sensory, short term and long term).  CIPT helps me to understand how information is received and stored.  My approach to using this theory is to model to the students how we use the information around us on a daily basis, i.e. sounds of drops on the roof “it must be raining”, to come to solutions.  Also, getting them to understand that I did not just come to that solution, it was my memory which allowed me to make that conclusion. 

      In my instruction, I always approach teaching as a way of helping students to develop skills in problem-solving.  In my discipline, there are a variety of methods to approaching a problem.  This is where I like to the whole-task models, which it helps me to get students to understand that there is a cognitive approach to problem-solving.  There is a model that we use in my district, “See, Plan, Do, Reflect”.  These strategies help the student to have a systematic approach to problem-solving.  Scaffolding is an ongoing method used in my discipline.  It is important because Mathematics is a building block which uses prior knowledge.  So students are always remained of the information that is needs in order to proceed to the next context.  Also scaffolding helps to build confidence in the students and give them a since of accomplishment.  The most important part of instruction is do students really understand the knowledge they have.  To find out, they are given a real world scenario to see if they can apply the knowledge. 

      Attention

Perceptual Arousal: Give the students a hand out of a real life situation where engineers are trying to find a solution to the problem.

Inquiry Arousal: The problem could be posed to the students as if they were the selected engineer to come up with the answer.

Variability: I should show them some possible solution, but inform them that each solution has to be investigated more.

Relevance

Goal Orientation: I can best understanding my learner’s needs by knowing their learning styles and performance scores.

Motive Matching: Scaffolding information would give the students the confidence to choose which approach would benefit them.

Familiarity – The learners would be remained of how they have found solutions to problems in their own lives.

Confidence

Learning requirements: Students could be given feedback on a regular basis to encourage participation.

Success Opportunities: Students will be put in a situation where they could be successful, depending upon their learning styles.

Personal Control: A rubric will be develop to break down each assignment by importance.

Satisfaction

Intrinsic Reinforcement: Create an assignment where the students go home and find a way to use the new information and how did knowing the new information work for them.

Extrinsic Rewards: Give the students more real world application and continue to encourage them to use the new information as a tool for finding a solution.

Equity – Show them how they have grown over the period of time.  Show them how when you first pose the problem how they felt about it and how do they feel about it now.

      The benefits of engaging in design research are it allows you to find out the different research-based models that work and just plain grow in your profession.  I did not really research nor have a clue about the different models of teaching, I just knew what my approach was going to be.  Even if a do not use the models (which I do), it is good to know what they are and the benefits they bring to the table when used.  I feel I have grown as a educator.

Definition of Instructional Technology

1.                  It seems to me throughout the years as technology became more and more as a way of improving thinking and achievement, the definition of Instructional Technology matured to embrace the new aspects of instruction.  Instructional Technology has evolved from just being a visual aid to assist learners, to a process by which “looking at instructional problems and examining feasible solutions to those problems” p.3, to lookin g at instructional technology as a “systematic way of designing, carrying out, and evaluation the whole process of learning and teaching in terms of specific objectives” p.4, to educational technology, to “cognitive and constructivist learning theories having a major influence on the design practices” p.5, and to “the study and ethical practice of facilitating learning and improving performance” p.6. 

            Instructional Technology in my classroom provides a visual supplement to instruction, enhances student engagement, also provides links them to the changing world.

2.                  I really like the model that Dick, Carey, & Carey created.  It has the main stages of instructional design that I think is important to approaching teaching.  I like that it is systematic making the model reusable.  If I had to remove any piece it would have to be design because it seems to me to be the same or even a subtitle to develop.  My development of the model wouldn’t quite be intertwined and I would start with evaluate.  I believe a model has to start with the end in mind.  What goals and objectives of the students?  What am I going to assess the students on?  What learning is to take place?  What skills will the students develop?  The learning environment is evaluated.  What environment would promote maximum learning?  How you’re going to get there is created, exercises, activities, and/or projects.  Lastly, the design is implemented in the classroom. 

3.         Technology today has shaped the way we look at the world, communicate among each other, and the way education is being taught.  It was a time when education was concrete and the result was to be ready for the work force.  Technology has broaden our horizons and thinking as a result of bridging the gap between people, cultures, and nations.  Education has taken on a new curricular which emphasizes keeping up with new technology that will expose the students and advance their technological skills.  This new technology is important because it aids the teachers in trying to keep the students actively engaged in learning.  The students lack of attentiveness results from the “instant access” world.  So the idea is to try and take the strengths of the students’ ability to adapt to new technology and incorporate it into the classroom.  Technology is here to stay.  The one thing that I think that is a benefit to having technology is that it has influenced our models of teaching because it bring about abstract thinking.  More and more teachers are turning to a learner-centered environment which feeds into the exploring side of teaching.  Exploring in education has comes from technology, which allows a person to think on a broader scale.  There are several school district that are piloting programs that have textbooks online, communication among students through e-mail, and giving student enough technology so they can be able to interact with the teacher through the technology; turning papers, grading papers, tutorials, quick polls, etc.  The grammar school level will continue using technology as visual aids and exploring solutions.  The secondary students will probably be issued devices like iPads.  Secondary may also go to a more interactive site like Blackboard.  The next level of education will probably see more and more students doing distant learning.  As a result, more people will have the opportunity of a higher education.