Week 5: Current Issues and New Directions

The first technology that I would choose is the use of rich media in the classroom. This is the use of video, animated clips, and audio to enhance a classroom lesson. The students we teach today are generally much more sheltered in their home lives than were previous generations. Due to the influx of constant news that reflects the negative occurrences in the world, many parents do not want their children experiencing the outside world at an early age, or at all in some cases. Using rich media in the classroom allows for children to be visually involved in situations to which they normally would not be exposed. For example, when discussing historical situations, a teacher may have the students view a reenactment of the circumstances and have the students discuss the feelings and emotions that were likely being felt by the participants at that time in history. This is a deep thinking application that can really get students engaged with that time period in order to understand the motives and reactions of those involved. As well, since across the world field trips are not a possibility for the majority of schools, teachers can present students with video clips of places and events that the students will likely never be able to experience on their own.

          Rich media certainly enhances accessibility and accommodates diverse learning needs. Students who normally would not be able to travel other places in order to experience various situations can gain that accessibility through the use of rich media in the classroom and become exposed to new ideas and perceptions. Designing lessons using rich media does not take much guidance aside from preparing thematic lessons and performing thorough internet searches for quality material to be used. Team meetings and collaboration with other content teachers can help with locating material that can enhance lessons and eventually broaden student perspectives.

          Digital games or simulations is also a technology that I feel can be effectively implemented in various content classrooms. With many of our students being game oriented, whether it be through their game consoles at home or on their phones that they carry everywhere, they can easily pick up on the concept of games that can be embedded into class content lessons. This is usually a quick and easy way to garner engagement and lead into more in depth games or other activities within a lesson. Kids learn a great deal when they are at play. Based on the ideas of David Elkind (2007), love, work, and play are the three main aspects of a person’s life. According to the text, “one must balance the demands and goals of each of these three elements in ways that change throughout life.”(Reiser, Dempsey 2012). Therefore, when students are playing, even in the classroom, they are fulfilling one of the necessities that helps their mind learn and cope with the demands of their lives and the world around them.

          Using simulations and games in the classroom can definitely meet diverse learning needs in that games usually allow players to play at their level and progress at their pace. Some guidance for teachers would likely be needed so as to familiarize teachers to certain game rules and customize the simulations to classroom content. Preparation time and practice should be factored into lesson planning, especially in regards to differentiation for Sped and ELL learners.

          Learning through virtual worlds is a more tricky area to cover in a classroom due to the need for more computer hardware and software than other types of technologies. However, the same idea of exposing children to “real-world” type situations is the key within virtual worlds; getting kids to think as though they are making problem solving decisions being the main objective. Virtual worlds can often include play and can be merged with games to enhance the learning experience. The most common type of virtual world would be in the video game world where players can place virtual glasses of some sort over their eyes and become immersed into whatever virtual world is presented. An example in the science classroom could be where, through the use of a specifically created software, students are virtually placed into the human body and they can compete against others to locate and identify certain anatomical elements. Another use could be placing students into virtually created simulations of the historical events taught in a history class. So many possibilities can be brought into play, but of course, only time and money can bring the concepts to fruition. Hopefully, one day, students can learn in a simulated “hands-on” world that can complement and support the critical thinking that should be occurring in classrooms.

          Virtual worlds most definitely enhance accessibility for students in that the definition of virtual world would be to essentially access new areas that cannot be actually accessed in real life. Students can become immersed into places that will likely never be accessible to them. Guidance is very necessary within the concept of virtual worlds due to the technical nature of virtual simulations. Training and preparation would need to be given in order for the use of virtual worlds in a classroom to be implemented effectively.

          In comparison to traditional teaching, learning facilitation is supported more so through the use of these visual learning devices mainly because the kids we are teaching are brought up on visual elements at home. Many parents rely heavily on visual entertainment and play devices so when students come into the classroom, they are conditioned to react stronger to visual connected teaching and learning. Teachers need to take into account that visual learning can be just as effective as the old school ways of reading texts and speaking information.

Week 4 - IDT Trends and Issues

Within most process contexts, and especially in Instructional Design Technology, where products take time to develop, you will find multiple trends throughout each along with the issues that arise. In business and industry, a few of the IDT trends that have been seen in the last decade are related to more efficiency and quicker turn around on products. This has led to a diverse work force that includes outsourcing to other countries and fully automated production systems. In regards to outsourcing, many IDT specialists have had to adjust to the demands of instructing across country boundaries. This requires people who are culturally aware and educated in how to interact with multiple types of people, ideas, and work philosophies.ID technologists have to consider cultural and linguistic adaptations for their designs and make sure that all users are effectively trained.

Another trend that is recognized is that of producing at the most efficient, yet cheapest rate possible. To train as many people on a system in the shortest amount of time in order to make the most amount of money is the main goal of business and industry leaders and IDT has to keep up with this to remain a commodity.

A few IDT issues worth mentioning are directly related to a lot of the trends such as the cross cultural aspect. Due to the multi-cultural circumstances of business, “factors that may cause issues can be related to ideas, values and rules for learning…the interpretation of patterns… comprehension of ideas and behaviors.” These can create problems in business which can lead to money loss. Along with quick training of employees which can cause a superficial, short term learning, a long term effect can be that a company loses money.

In education, these IDT trends are similarly seen but just in a different context. Teachers must cope with the various cultures, beliefs, and backgrounds that are represented in a classroom and their connection, or lack thereof, to content material being presented. Some students are taught one thing in one culture and another student may have been taught the complete opposite, which in turn can affect the dynamics of a classroom and the lessons presented. When presenting IDT lessons, some students are very aware of the ins and outs of technology, whereas, some students have not been exposed as much. Also, when it comes to training teachers in new technologies, we are sometimes given an hour to understand a new method and then we are supposed to implement it into the classroom daily and effectively. This is the same mentality as in business, quick, superficial training, yet high expectations for implementation.

In regards to the military, the trends seen are much different due to the context in which they are used. Since the military deals with such sensitive issues, the trends seen tend to be towards safer, more effective technologies that can minimize casualties and increase security. International military forces are likely to come about and updated technologies will be the focus, especially in an attempt to keep up with threats across the world. This is a larger scale of what we as teachers have to worry about now, with the increased security at schools and the new training that some teachers have obtained in regards to school shootings. The military has its issues as well, including but not limited to funding, technological range, and especially in delivery environment. As far as funding, IDT is going to suffer because the training presented must be cost effective and done in a timely manner. Same as in education, where teachers would love to have access to more resources (money) thought it is often difficult to come by, and not given out easily by administrations and districts.

One area where the military and educational IDTs are not the same is the delivery of the IDT in a military environment. Though some military environments are within buildings on American soil, many of the most recent technologies are implemented overseas in hostile, dangerous environments. This is a strikingly different environment than a school classroom. IDT implementation in a war environment is unstable and always adapting to new information which can affect the results of the design greatly.

Lastly, comparison between IDT within education and within the healthcare field can bring to light some similarities but, can highlight some differences as well. In healthcare, IDT will span a much larger spectrum than education simply because of the amount of people, adults and children, which come through the system on a daily basis. Someone who is using IDT within healthcare can be providing design or instruction for academic medical centers, government medical centers, as well as biomedical research facilities and pharmaceutical companies. Designing technology that helps others perform better medical care is an important undertaking and needs to be done effectively.

With medical knowledge progressing at a fast rate all the time, IDT needs to keep pace and adjust accordingly. The more and more knowledge that exists for medical students to understand, the quicker the trainings are expected to happen, which is where the IDT is expected to aid in the disbursement of said knowledge.  Obviously the internet is the first place that IDT can originate from to help do this; helping researchers, doctors, as well as the public, in becoming more informed on medical research and information. The trend is for medical organizations to create accessible, user-friendly websites that allows patients to login, register, and view records easily. Another trend is for medical professionals to work simultaneously with each other despite distances and physical boundaries. Teleconferences, video conferences, linked presentations, and wireless capabilities all allow for those in the medical field to communicate seamlessly in their efforts to educate their students and their clients.

           Teachers can begin by changing student perspectives of their world. If students start to see the world’s resources as something that is finite and are shown the possibilities of the future, then they may start to care about how to help conserve those resources. In order for our children to be prepared to face a future of limited resources, our children must first understand the complexity of the situation in which we have placed ourselves. Through the use of IDT, teachers have the capabilities necessary to allow our children to learn and “experience” real-world issues. The technology that is the internet is almost literally, information at our fingertips, and yet, this generation is falling further and further behind. The ability to find information quickly and efficiently is something that is not fully taught to our students and goes against the myth that this generation is “tech savvy”.

          I don’t feel that current educational practices are completely conducive to critical thinking that students will need for the serious issues they will face as they get older. Our current system relies heavily on hypothetical problem solving, which does have a place at times, yet our children really need to be exposed to real situations that they can begin to analyze and evaluate for solutions. Beginning at early ages, students can be presented with real issues that are comprehensible for their brains and teachers can begin building those thought processes. Until something of this nature occurs, kids will continue to become more and more apathetic to the learning processes because they don’t see a purpose to it.

          Many teachers, schools, countries have adopted ways to teach kids that is not the traditional. Leaving the traditional is one thing that will help us move in the right direction towards more innovative, creative, deep thinking. Our societal world has evolved greatly in the last 50 years and our education has to evolve with it or else lose the main clientele - our students. Many European and Asian countries tend to offer a different take on ways to teach and integrate IDT. Teachers in Japan integrate IDT into their classrooms as well as bringing their traditions into their classrooms. Using the various traditions of our students, as well as our own as teachers, we can bring relevance to the use of IDT and make connections from which our students can benefit. Overall, IDT has a huge footprint around the world and is the future of all facets of life.

Section III & IV - Evaluation Models and Performance Improvement

One model that is covered in the text is called Brinkerhoff’s Success Case Method, or SCM. This evaluation method is based on the comparison of successful cases (of a certain situation) versus unsuccessful cases (of the same situation). This method has a heavy focus on the participation of the subjects/stakeholders and their “buy-in” to the program.

The five steps that are included in this method are: 

1) Focus and plan what is going to be evaluated, the nature of the study, as well as how the stakeholders will be ultimately affected. 

2) A visual impact model will be created to visually present the basis and outcome of the study to those involved. 

3) Hold a survey research study to find the best and worst cases. This survey would use a short questionnaire that will be given to the participants non-anonymously. 

4) Hold thorough interviews that focus mainly on the successful cases and what worked well for them. Interviewing some of the nonsuccess cases is also recommended to find out some of the factors that did not work for the participants. 

5) A final report of the findings is necessary to communicate the outcomes to the stakeholders and address the six conclusions that the SCM requires, which are: 

·         What actions and results is the program helping to produce?

·         Are some parts of the program working better than others?

·         What environmental factors are helping support success and what factors are hindering progress?

·         What is the ROI of the program?

·         How much more additional value could be derived from the program?

To evaluate my own instruction, I would use the Brinkerhoff method to determine if and how my instructional methods are affecting the Hispanic ELLs (English Language Learners) in comparison to the EOLs (English Only Learners) within my classroom. Due to me being Hispanic myself, ESL certified, and a Spanish speaker, I usually involve some sort of Spanish language connection within my lessons so that my ELLs are directly involved in what is happening, rather than typically tuning out and staying quiet throughout a class. ELLs tend to be shy and non-participatory due to their apprehension toward using the English language.  As well, a lack of background knowledge in regards to the texts being read in class causes many of my ELLs to be withdrawn because it is difficult for them to connect to topics to which they have never been exposed. Using the Brinkerhoff method would help me evaluate whether or not the use of Spanish cognates and Hispanic background connections is a benefit or a hindrance to those students in relation to the EOLs in the class, who generally make English language and background knowledge connections easily. The outcome of the evaluation would determine if the grade level reading achievement of ELLs is affected in comparison to the reading achievement of the EOLs.

Another model that is explained is called Patton’s Utilization-Focused Evaluation, or U-FE. This method is complementary to other types of models and allows for the evaluators to determine if the evaluation results are being applied and to what degree the results are being utilized. If the outcomes are not being utilized, then the evaluation method is not considered valuable.

        There are nine steps included in this method: 

       1)    Conduct a readiness assessment 

       2)    Identify the “primary intended users” and develop a working relationship with them.

       3)    Conduct a situational analysis. 

       4)    Identify the “primary intended uses” 

       5)    Focus the evaluation. 

       6)    Design the evaluation. 

       7)    Collect, analyze, and interpret the evaluation data. 

       8)    Continually facilitate evaluation use. 

       9)    Conduct a metaevaluation.

These steps can be implemented alongside any of the other evaluation models. So, technically, it is an evaluation of the significance of the evaluation.

As an English teacher, this method would be somewhat more difficult to use to evaluate my instruction due to the fact that it is more complicated to evaluate the reading and writing progress of students, say, in comparison to Math, Science, or Social Studies, which can be measured somewhat more quantitatively than the writing process allows. The most plausible way I could see this method being implemented would be to break down the various writing skills and implement the evaluation during a time that specific isolated skills are being taught. This would aid in allowing the evaluation to identify if the design of my instruction is effective. This would also work for specific reading skills that could be isolated in class, such as vocabulary breakdown or context clues.

Once the intended participants are shown to make progress in their reading/writing abilities, I can build on the strategies being used and continue to evaluate said strategies for effectiveness over time. However, if the participants show no identifiable progress, the data could then be analyzed and an improvement plan can be designed. Either way once the evaluation is completed on the instructional design itself, I can then evaluate whether the data is being utilized appropriately and to what degree it is being used.

Other measures for Instructional Evaluation?

Instructional design evaluation is ultimately about whether or not students are gleaning the largest amount of usable and applicable knowledge from the instruction that is being presented to them in the amount of time they are allotted per day of their school year. So, in the end game of it all, as teachers, instructional design evaluators, and/or parents vested in their child’s overall education, we are looking at whether or not a student can take away enough usable knowledge and skills to be an effective, meaningful person in their community and/or world.

With that being said, some questions that can certainly be embedded into an instructional design evaluation would be the effectiveness of the instruction’s ability to convey the significance and/or purpose of what is being presented as something that is going to aid the participant in their educational and personal lives. If a student does not see the basic purpose of what they are doing as something that will benefit them later, the likelihood of them placing a strong emphasis on that instruction is quite low. This is a constant problem seen in many of my current and past classrooms, where students are struggling to see why they have to practice skills, because in their minds, there is not a huge importance for reading and writing in the world, especially when they do not see it in their personal/family lives. Along with significance comes the evaluation of whether or not instruction is relevant to the students who are receiving the instruction. Many students do not see importance in instruction because they do not see the relevance of it to their situation in life. Including a measure for relevancy would definitely be difficult to evaluate, given the individuality of each student, however, there could possibly be, at the very least, a measure for relevancy to real-world society as a whole.

ROI and management of resources

In regards to ROI on instructional design evaluation, I do agree that there should be return on investment in the form of higher student achievement and, at the very minimum, a higher student interest. When we are spending time and money on a program that is aimed at increasing our students’ achievement levels, there needs to be something feasible that can be seen from the effort towards improvement. Otherwise, there would be no point in implementing an evaluation on instructional design. Everyone would just do what they have been doing and everything will stay the same. When it comes to managing the resources involved, this is something that absolutely should be included in instructional design evaluations, again, due to the fact that we are spending money on resources and if they are not being implemented correctly, there is no need to continue to spend the money required for them.

Section IV

One performance problem that I, and many other teachers, have noticed is the common inability of some teachers to navigate an effective classroom management program, even after they have been teaching for a few years. When I say some teachers, I am mainly focusing on teachers who are not able to effectively run a classroom to the point where learning is actually occurring. Often, these are first-year teachers or even some older teachers who are set in their old school ways, though it can include teachers who are in their third year and beyond, due to the fact that they never learned how to run efficient classroom. I have taught in schools where I have seen teachers walk-out of classrooms, where students have threatened teachers, where students have disrupted the classroom so thoroughly that the teacher was not able to teach at all. Many times, the negative actions of the students stems from their realization that the teacher has not clue what they are doing. 

Aside from the aspect of the kids certainly being held accountable for their actions, I feel that teachers would feel much more supported when they have someone who can come in to show them how to implement a great classroom management system to help the students find a routine and minimize the foolishness that can occur when the teacher is not in full control. In this case, there really isn’t a “class” that a teacher can take to help them be a more assertive, effective teacher - they simply have to see it being done, practice what they have seen, and then pull the confidence from within to pull it off in their classroom. Informal learning can take place by watching another teacher manage their classroom as well as having a performance support system where a teacher/administrator is available to come into the classroom in certain situations to facilitate and guide (without judgment) while the main teacher gets his/her bearings. 

As well, in the case of alternative certification, many teachers do not have adequate time to practice handling a classroom full of children and then they get thrown into the trenches, sometimes quitting after the first year because they are so overwhelmed. If school districts had a stronger support system than, say, just a mentor, I feel that many more teachers would stay in the field because they would feel supported and know that they have the opportunity to learn by watching and following some sort of knowledge management system. One example of a knowledge management system could be where new teachers are given a basic comprehensive list of the most important things they need to focus on for the first year, such as but not limited to, specific grading procedures, parent contacts, getting to know the kids, and creating and sticking to routines. This could help those teachers not worry about what they don’t know, which is usually what most new teachers are worried about - what am I missing and forgetting to do?

Despite the fact that a good amount of teachers have the ability to figure out their own management systems and end up being strong, effective teachers, a system such as this would help strengthen and build up a resilient educator force necessary to take on the next generation of students.