Presentation on theme: "WELCOME Our Approach Our Presentation Description of Environment Team Practice Debrief of Team Practice Discussion of K-12 Competencies Discussion of."— Presentation transcript:
WELCOME Our Approach Our Presentation Description of Environment Team Practice Debrief of Team Practice Discussion of K-12 Competencies Discussion of Higher Education Competencies Our Conclusion
THE WIZARD OF ID
A Nation at Risk/No Child Left Behind Increasing technological society Demands of industry Demands of daily life Digital Divide Potential Savings Enhanced Education A TECH SOCIETY
50 States have Technology Coordinator 32 States have elearning initiative 17 States have or will have virtual high school All states allow local elearning initiatives 25 states allow echarter schools 13 states regulate non-state elearning inititiaves 10 states have pilot online assessments SCHOOL RESPONSE
Student/computer 6-1 Hundreds of million to 1 billion spent on technology Virtual Schools Technology without integration Professional Development Needs Standards IMPACT ON SCHOOLS
State/Division/District Personnel Students and Parents Content Experts Professional Organizations LEARNERS
Yourself Learners Community Media Content Providers Higher Education STAKEHOLDERS
Government Programs District Programs [Professional Development/CRC] Site Specific Collaborative Effort Private Sector Development PROJECT TYPES
Directors of ID/IT [State/Local/School] Curriculum Resource/Professional Developers Technology Integration Teacher Educational Software Designer Online/Distance Education Technology Coordinator THE WIZARDS OF ID
TODAY’S PRACTITIONERS IN ED TECHNOLOGY Director of Technology and Technology Coordinator Teachers with Technology Interest Tech Heads Consultants/Salespeople IT Trained Personnel
Universities/Colleges Continuing Education Distance/Virtual Education Private Sector Education State/Local Professional Development HIGHER EDUCATION
HERE’S MABLE… 2 main types of positions for ID/IT personnel in Higher Education 1.Academic faculty in other IT programs and design/development 2.“General faculty" positions
Students Higher Education Admin/Faculty Researchers/Specialists Professional Colleagues Funders/Grantspersons General Public LEARNERS
YOURSELF See above Community Government Agencies & Officials Private Sector STAKEHOLDERS
? How do we get there from here PATH TO RESOURCES
Professors of IT/ID University Administrator Researcher Learning Designers Instructional Technology Manager PERSONNEL
Which leads us to:
What kinds of skills will I need to function in these capacities?
FORM INTO GROUPS Group 1: Keith, Angel, Vance, Michelle Group 2: Heather, Ivy, Dawn Group 3: Beth, Scott, Mable INSTRUCTIONS You are an Educational Instructional Designer Generalist. A Generalist would be able to apply ID in both K-12 and Higher Education environments. Your task: Circle the 5 most important skills of an Educationsl ID Generalist. TEAM PRACTICE
Needs Assessment Performance Analysis Research Design/Statistics Interpersonal Skills Written/Oral Communication Instructional Analysis Leaner/Context Analysis Writing Objectives Developing Ass. Instruments Conducting Evaluations Knowledge of Authoring Systems Network Administration Skills Knowledge of Computer Hardware General Applications Software Media Selection Experience as a Teacher/Instructor Psychology/Learning Theories Developing Instructional Strategies Web Development Skills RESULTS
K-12 Let’s revisit jobs: Educational Technologist Technology Coordinator Technology Integration Specialists IT Coordinators Administration, Supervisory Roles--Directors of Instructional Technology, Departments of Technology And Teachers as Instructional Designer, Instructional Technologist, and…
Skills Let’s revisit some skills. Remember the survey. Instructional Designer Toolbelt includes: Technical (hardware/software) Communication Interpersonal Instructional Design Others Teacher Toolbelt includes: Curriculum Learning Theory
Standards (Methods to Madness) Ready. International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS). Will go with NETS. Defines concepts, knowledge, skills and attitudes for applying technology in educational settings. Focus on 3 levels 1.Teacher 2.Educational Technology Facilitator 3.Educational Technology Leader
Standards (Methods to Madness) 8 standards with objectives for each level: 1. Technology Operations and Concepts 2. Planning and Designing Learning Environments and Experiences 3. Teaching, Learning, and the Curriculum 4. Assessment and Evaluation 5. Productivity and Professional Practice 6. Social, Ethical, Legal and Human Issues 7. Procedures, Policies, Planning and Budgeting for Technology Environments (for ETF, ETL only) 8. Leadership and Vision for Integration of Technology (for ETF, ETL only)
“How To” “How Can” Online and face-to-face courses and workshops Self-instructed or group-instructed modules Specialized school-created programs 2 categories: 1. “How to”—free vendor-produced Internet tutorials for specific hardware and software e.g. Palm and Apple 2. “How can”—ways to integrate technology e.g. Programs devised by PBS, the National Council of Teachers, the ISTE, and the National School Boards Association
“How To” “How Can” Program examples: Connected University from Classroom Connect, Inc. PBS TeacherLine Tapped In TaskStream Snacks by Tech4Learning (more on our website)
School Programs School created programs to help develop technology staffers and teachers Poway Unified School, Poway, CA Western Michigan University, Kalamazoo, MI New Trier School, Chicago, IL
University IT programs selected based on informal poll by the IT Forum which asked IT professionals to identify top PhD programs in IT.http://itech1.coe.uga.edu/ITForum/home.html Program coursework was compared for the purposes of determining IT competencies in the field of higher education. Department of Instructional Technology Instructional Systems Program Instructional Technology Instructional Design, Development and Evaluation Instructional Systems Technology Educational Technology Program PhD PROGRAMS IN IT
SKILLS ADDRESSED TROUGH COURSEWORK Comparison of program coursework revealed 3 broad areas of focus: 1.Instructional Design 2.Learning Theory 3.Research Methodology
DESCRIPTORS FOR INSTRUCTIONAL DESIGN Develop and evaluate instructional systems and materials. Design conditions for learning by applying principles and theories associated with instructional systems design. Develop instructional materials using various technology-based delivery systems. Analyze learner needs and environments, design and sequence learning tasks, and design and develop effective learning materials. Understand diverse approaches for developing, representing, managing and disseminating human knowledge. Design and development of instructional materials using the latest information technologies.
DESCRIPTORS FOR LEARNING THEORY Acquire knowledge of learning and instructional theories. Apply what is known about how people learn to most effectively and efficiently design systems that support learning. Use theories of learning, communication, behavior and organization in concert with technologies to make valuable contributions to the field of IT.
DESCRIPTORS FOR RESEARCH METHODOLOGY Conduct research related to instructional systems and materials. Discover new knowledge through basic research and answer specific questions about practical problems through applied research. Research, develop and evaluate principles and methods for using technology to benefit and empower individuals and organizations.
ADDITIONAL SKILLS/COURSEWORK Teaching experience. Emerging technologies / innovations, e.g., multimedia, interactive video, and various computer tools that support learning. Technology integration to support teaching and learning.