Sunday, January 19, 2014

A Final Reflection on the MATLT Program



 Hello everyone!
Well this is it; the moment we have all been working hard for. It has been an honor to be here with you all participating in class. I want to thank you all and Professor Keith Pressey for making this Journey an unforgettable experience. I wish you all the best of luck and may all your paths lead towards success. Below I have provided a link to my Reflection video on YouTube. I hope you all enjoy it an again, thank you guys!






Ranking of Project Learning Outcomes




In my opinion all of these learning outcomes are essential and equally important in the field of education, particularly now as we continue to see more and more innovations in educational technology and the enhanced instructional designs that can be developed in order to facilitate learning. Still it is without a doubt that some of these learning outcomes take precedent before the other due to the fact that perhaps one cannot be done without perfecting the prior outcome. These PLO will be ranked from the most essential to the last in narrative form.
The first Program Learning Outcome I have chosen is the Demonstrate knowledge and skills in current and emerging instructional technologies. To me this perhaps the most important because it in the field I want to work for, I am aiming to be known as a knowledgeable authority in the emerging technologies and how they can be applied in an educational setting. I have always been fascinated by technology and its advances, but what draws me more to its use is that it can be applied to many scenarios, and education is one of them. As the father of an autistic child for example, I have been able to see firsthand how the use of a tablet with educational apps has helped my daughter make leaps in her education, particularly in her visual and speech abilities. These are the kind of innovations I expect to see emerge more as we move forward. I definitely see myself using new technologies mostly to experiment with their capabilities for education. Although I am great supporter of technology in the classroom, I also find concerned with the fact that some technologies can result in being more like gimmicks or fads rather than having any educational value. I find myself wanting to be involved in determining which of these technologies does have a place in the classroom and if they can be used to effectively enhance the delivery of academic instruction.
The second outcome that I ranked was PLO 1: Demonstrate knowledge and skills related to learning using technology. As it is important to determine which technologies will be beneficial to the learning environment and how they can be blended with instruction, it is also important to see the technology from the perspective of the party that is to receive the academic instruction; the student. It is important to be aware of how students interact with the technology and the difficulties they may face. This is the reason why we attempt to find ways to use particular technologies that allow us to design instruction tailored to the individual needs of the students. Students learn in different ways and while some can easily absorb information visually others are able to do so more efficiently through auditory means. This obviously has an important role in the classroom. Students are the very reason why we rigorously try to determine what the most efficient technologies available for them are for effective learning. Understanding their needs is imperative in this field, especially in the classroom of the 21st century. As the traditional classroom evolves rapidly, it is time we realize that the attention is now on each student as an individual and not as group where we risk students being left out.
 For the third outcome, I have chosen PLO 7: Utilize technology to collect and analyze data, interpret results, and communicate findings. When it comes to using technology in the classroom, it is essential to be observant of the results of student interaction and how well these technologies operate. Collecting data and being analytical of the information that is gathered is important in order to study and perform informed decisions on how the students are learning and how these technologies are effectively providing the wanted results. In my classroom this must be done in order to be able to make the right decisions when addressing the use of educational technologies and how academic instruction will be developed in order to teach students. It is essential that all the data is analyzed for only then can an instructional designer be able to understand what content is needed in the classroom and how can he or she make it compatible with the individual needs of the learner.
The fourth outcome that I have chosen is PLO 4: Apply research to support learning in a technology-enhanced environment, this is when the work that needs to be done in order to create effective designs of instruction takes place. Here we gather all the collected data and information and begin to design what will become the bulk content that is being taught and enhanced through the use of educational technological tools. This is an important process because we determine here what types of methods and theories can assist us better in educating students by aligning the customized instruction with the individual needs of learners. This is also essential in the classroom because it is also a concern that I have to improve myself in being able to translate research and data in order to ensure that what we are trying to create is not flawed in its designed, but extremely beneficial and well designed; leading students to successful outcomes.
The fifth outcome I have chosen is PLO 8: Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership. This is of course what we have aimed for after being aware of emerging new technologies, figuring out how to use them to deliver instruction and determining how these technologies will help and enhance student learning. It’s important that after every aspect of these technologies are explored, that we are able to make knowledgeable decisions when it comes to how these technologies will be implemented into the classroom and what their functions will be. This must be done in order to support leadership in the classroom and facilitate the job of the teacher making their interactions with the students go smoother. This is something that will definitely have a place in my classroom, because the purpose of this educational technology is to empower and create leadership in both teachers and students.
The sixth outcome to be chosen is PLO 6: Evaluate technology resources to facilitate effective assessment and evaluation. Technology facilitators must make a strong effort to ensure that the technology used to assess students is used responsibly. This means that it is essential to ensure that the assessment techniques are appropriate to the task, and the assessments in fact assess what they are intended for, that they are "valid" in test-speak. Technology facilitators also have a responsibility to identify the misuse of technology in assessment and speak out when misuse occurs (Tangient LLC, 2014). Evaluating technology resources is important in a classroom environment because educators must be aware of how they are going to measure and inquire on the progress and success of not only the students, but also the technology that has been chosen to keep track of this information.
The seventh outcome I have chosen in this ranking is PLO 5: Exemplify ethical practices of technology usage.  I have placed this learning outcome in the later rankings of my list because exemplifying ethics, although extremely important when it comes to choosing technologies and developing instruction, it should come as automatic concern when implementing these technologies. It also happens as a direct result from researching these technologies carefully and gathering the right data that is to be introduced in order to develop instruction. It is also essential for my classroom setting because I am interested in being able to deliver instructional content with technological tools in a multicultural setting, This is in itself requires of me as an educator to take into account all the ethical considerations that come about from teaching in a diverse setting. I also consider the other ethical implications of using technologies over the web are extremely important in creating instruction, especially when it comes to copyright issues of the content that will be used. Of course, as mentioned before, proper research and accurate citations of the borrowed content can always help the educator avoid troubles that can put their jobs in danger.
 The final Learning outcome of this list is by no means less important than the others. This is PLO 3: Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners and it is in my opinion the final step after all data is collected, all technologies are chosen all. While attempting to determine what are the right technologies which can enhance academic instruction; it is also important to know and be aware of how these technologies can be blended with instructional strategies and how it will be used to benefit the individual learner. This is very important to me also because it is something I still need to improve upon, especially if I want to be able excel in determining the academic value of these emergent technologies. Still, my time in this course has helped me become more experienced with strategies for education, and how to apply learning theories effectively into instruction in order to get positive results when educating. Hopefully this is also something that I will be perfecting during my career. This is certainly something that will be very necessary to me in a classroom setting because it will help me determine how to test these emerging technologies and design innovative ways in which the can be applied into a classroom through the integration of strategic instructional design.

References:
Tangient LLC (2014). Facilitating Effective Assessment and Evaluation; A Technology in Education Portfolio. Retrieved on January 19, 2014 from http://technology-in-education-portfolio.wikispaces.com/Facilitating+effective+assessment+and+evaluation

Discussion Postings: Additional Content



Ashford 3: - Week 2 – Discussion
Technology-Enhanced Strategies
“If it is pointless to consider tailoring instruction to each individual student, it is equally misguided to imagine that a  single one-size fits-all approach to teaching  can meet the needs of every student” (Felder & Brent, 2005, p. 57).
Reflect on the required resources for Week 2 and your personal and professional experiences in relation to the points conveyed in the resources. Discuss how instructional design principles and theory influence the use of technology-enhanced instructional strategies to support the needs of all learners. Use additional resources in addition to those provided with Week 2 to support your evaluation.  Providing specific examples to illustrate your understanding of the question and incorporating opposing views to demonstrate critical thought is encouraged.

I found that this week’s video resources were very interesting, but they also bring up a very important point, one that now many educators and academic institutions are focusing more on in order to bring a positive paradigm shift in education, particularly now that technology has become such a vital tool in teaching our students. The traditional classroom had for many years followed an outdated trend that was designed particularly for a bygone age. As we enter further into the 21st century, we are beginning to understand that educating our students is a more complex process than simply delivering instruction to a classroom as whole. It now asks of us to go further and realize that instructional design must take into account students as individuals with different learning styles, but above all things, it also asks of us to bring back the element of individual student creativity by allowing them to learn content through discovery. An interesting quote made by Ken Robinson in the TED Talks was “If you are not prepared to be wrong, you’ll never come up with anything original”. I think this described exactly what was wrong with traditional education and it’s no room for errors approach that chastised students for making a mistake, canceling their need to be creative.
Now schools are beginning to adopt more innovative methods of allowing students to explore their creativity and be educated through the use of technological tools that complement instructional designs that take into account the academic needs of individual learners.
Instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.  It is the entire process of analysis of learning needs and goals and the development of an instructional system that meets those needs (Moallen, 2001). These are guidelines or sets of strategies, which are based on learning theories and best practices.
Constructivist models provide designers with a set of very general guidelines and principles that can facilitate designing a constructivist-learning environment.  While several models embody constructivist concepts, (such as cooperative learning, project-based or problem-based learning, reciprocal learning, etc.), all models use concepts such as embedded learning in a rich authentic problem-solving environment; the providing of authentic versus academic contexts for learning; the incorporation of provisions for learner control; the fact that errors are used as a mechanism to provide feedback on learners’ understanding; and finally, social experiences lead to learning(Moallen, 2001).
Instructional designs that integrate this principle lead to many opportunities for providing individual learners the necessary tools to learn by complementing their unique learning style.  Some of these learning styles can be managed through different methods such as Active Learning which is a strategy for education in which students take personal responsibility for how and what they learn by becoming involved in learning rather than being audiences for instruction. Teachers create an active learning situation by assigning a complex topic and helping the students to identify the resources they need to investigate it (Little wound School, 2013). Technology can applied to this by implementing learning software such as online libraries and Scholarly Journal Databases for example, were students can log in and perform unlimited research on the content they are studying.
Cooperative Learning is also an excellent way to engage students in social learning.  It is a strategy for education in which students work in groups to achieve shared goals. When students are engaged in cooperative learning; they work together to learn information and skills, to formulate concepts, to build products, or to refine ideas. Teachers create cooperative learning environments by establishing groups, helping students to determine group goals, and teaching students cooperative learning skills (Little wound School, 2013). Students can use technologies like PowerPoint to create presentations together or even use wikis or blogs were each has access and are able to edit and create content in collaboration.
Finally, Individualized Learning is a strategy for meeting the diverse needs of learning styles of students. Students learn in different ways, at different speeds, and at different times. Many of them learn easily by reading, some by listening and watching, and some by hands-on experience. Students may be visual learners in one area and auditory in another. In addition, developmental issues and preferences may also affect how students learn. When teacher provide for diverse needs and learning styles, they vary the subject matter as well as the tools and materials their students use. Many classrooms are now using innovative LMS (Learning Management Systems and Blackboards, to help students with different learning needs. Some go as far as providing individual academic instruction for students with certain learning styles (Little wound School, 2013).

References:
Little Wound School (2013). Learning Styles and Technology; Little Wound School. Retrieved on December 5, 2013 from http://www.littlewound
Moallem, M. PhD. (2001). Applying Constructivist and Objectivist Learning Theories in the Design of A Web-Based Course: Implications for Practice; University of North Carolina at Wilmington. Retrieved on December 5, 2013 http://www.ifets.info/journals/4_3/moallem.html

 Ashford 5: - Week 4 – Discussion
Assessments and Evaluations
Reflect on the required resources for Week Four and your personal and professional experiences in relation to the points conveyed in the resources. Discuss how instructional design principles and theory influence the evaluation of technology resources to facilitate effective assessment and evaluation. Use additional resources in addition to those provided with Week Four to support your evaluation.  Providing specific examples to illustrate your understanding of the question and incorporating opposing views to demonstrate critical thought is encouraged.

Using educational technology for assessment and evaluations can be very beneficial particularly as a measure of student learning. It is becoming more common to perform these assessments as educators find new educational tools that can aid them in the process. Still, it is important to recognize that technology and instructional design must be combined in an effective way in order to carry out these assessments or evaluations. With the aid of the emerging technologies and eLearning; it has become much easier to take into account each student as an individual learner and no longer as a piece of group unit. There are already available, learning models and technology that are already equipped with these features which will record the student’s monitoring and progress. Technology nowadays provides both students and educators with many new prospects for innovation in educational assessment through rich new assessment tasks and potentially powerful scoring, reporting and real-time feedback mechanisms (Scalise, 2006).
It is also important to note that computer based assessments are more accurate in determining what a student is capable of accomplishing and evaluating their progress. Assessments present authentic tasks on which the students demonstrate their knowledge, understanding, and skill (Reiser & Dempsey, 2012). These assessments are also set up to give immediate formative feedback to the students and teacher. Educational Technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies. They apply technology in assessing student learning of subject matter using a variety of assessment techniques and also assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
Evaluations are normally divided into two broad categories: formative and summative. A formative assessment is a method for judging the worth of a program while the program activities are forming. This part of the evaluation focuses on the process. They allow the instructional designers, learners, and instructors to monitor how well the instructional goals and objectives are being met. Its main purpose is to catch deficiencies so that the proper learning interventions can take place that allows the learners to master the required skills and knowledge (Clark, 2013).
A summative assessment is a method of judging the worth of a program at the end of the program activities (summation). The focus is on the outcome. In this form of assessment there are several ways of collecting data such as questionnaires, surveys, interviews, observations, and testing. The model or methodology used to gather the data should be a specified step-by-step procedure. It should be carefully designed and executed to ensure the data is accurate and valid (Clark, 2013).
When it comes to evaluations, effective technological tools in education can help determine the skills, needs, and interests of students. They also help assess student understanding of course content and collect information to assist in mid-term course adjustments. Finally through these, an educator can solicit student feedback about course content and organization. Some of these tools are online interactive surveys, quizzes, and questionnaires which you can use to get feedback from your students. Some tools can also help create a threaded, Web-based discussion board for your students to compare notes, discuss assignments, and work together online (University of Washington, 2013).
When it comes to learning theories, there are constructivist assumptions that impact formative assessment. These are that knowledge is constructed, not discovered, by the learner; learning is a social process of negotiated meanings; the role of a teacher (or other form of instruction) is to scaffold student’s learning, and learners should participate in establishing goals, tasks, and methods of instruction (Clark, 2013).

References:
Clark, D. (2013). Types of Evaluations in Instructional Design; Knowledge Jump. Retrieved on December 19, 2013 from http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html  

Reiser, R. & Dempsey, J. (2012) Trends and Issues in Instructional Design and Technology. (3rd Edition). Boston, MA: Pearson.

Scalise, K. (2006) Computer-Based Assessment in E-Learning: A Framework for Constructing    “Intermediate Constraint” Questions and Tasks for Technology Platforms; The Journal of Technology, learning, and Assessment. Retrieved on May 27, 2013 from http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1653
University of Washington (2013). Facilitate Evaluation; Learning with Scholarly Technologies. Retrieved on December 19, 2013 from http://www.washington.edu/lst/help/teaching_guides/evaluation

Lake, C. (2013). Constructivism’s Implications For Formative Evaluation; TECFA. Retrieved on December 20, 2013 from http://tecfaetu.unige.ch/staf/staf-e/vimare/staf18/Documentation/CIFFE.pdf

Clark, D. (2013). Types of Evaluations in Instructional Design; Knowledge Jump. Retrieved on December 19, 2013 from http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html 

Reiser, R. & Dempsey, J. (2012) Trends and Issues in Instructional Design and Technology. (3rd Edition). Boston, MA: Pearson.

Scalise, K. (2006) Computer-Based Assessment in E-Learning: A Framework for Constructing    “Intermediate Constraint” Questions and Tasks for Technology Platforms; The Journal of Technology, learning, and Assessment. Retrieved on May 27, 2013 from http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1653
University of Washington (2013). Facilitate Evaluation; Learning with Scholarly Technologies. Retrieved on December 19, 2013 from http://www.washington.edu/lst/help/teaching_guides/evaluation

 Lake, C. (2013). Constructivism’s Implications For Formative Evaluation; TECFA. Retrieved on December 20, 2013 from http://tecfaetu.unige.ch/staf/staf-e/vimare/staf18/Documentation/CIFFE.pdf