Section 4: Human Performance Technology

1.     I taught senior English in my school district 4 years ago, and I left the following year to become the District Media Specialist in another school district and  because the technology was not supported or encouraged by the administration.  I was very frustrated.  I am now back and in a position to make a large difference in technology that I know has been faltering for years.  Although we have already made some huge strides in the first months of school in acquiring resources, there is an overwhelming attitude of apathy by staff in seeing the benefits of technology and in desiring to learn how to use it.  In the past, they did not receive adequate training or support, but that is not the current state of the district.  So, how do we overcome years of hindered growth?

The first approach is to provide time for teachers to “play around” with technologies presented to them, time to collaborate with peers, and time to plan for the future with campus leaders.  The first approach lends itself to the next, which is just as valuable…empowerment.  Teachers must feel as though they are a part of the process and key figures in its success. When they are never asked to help direct the ship of the campus/district, teachers feel unimportant and unnecessary.  Sadly, teachers at MVISD have not been given either of these for years and years.  So, I think time and empowerment are the first two vital steps to turn the boat around.

Time! Time! Time!

2.     Performance Support is simply providing help through information or tools at the moment a performer (teacher, student) needs it.  In the case for my district, I feel multiple layers of performance support is required.  First, I have been creating a live binder for online support and videos to address different skill levels for multiple technologies.  In addition, each department or grade level has a designated teacher that gets a stipend to attend additional training to commit to help teach his/her peers.  Furthermore, I send out surveys through Survey Monkey to determine technological needs of teachers.  Then, I offer lunch and after school trainings to meet those needs.  Finally, administrators have made it very clear that incorporating technology into the classroom is an expectation. Thus, I have begun assisting principals with their presentations to faculty, so that they are sure to model the expectations for their teachers.  Sadly, my heart attack in September threw a wrench in the plan, but we will be back on track very soon.

3.     One type of knowledge management is The Live Binder.  It is a wonderful online resource that teachers have at their disposal within their classroom and within their home, wherever they have access to the Internet.  Live binders allow many types of information to be collected and organized.  It provides quick access and is friendly to use.  In August, teachers were given instructions on where to find the Live Binder on the school website and given the direct web address.  In addition, they were taught how to make it a favorite on their desktop to make it even easier to find. 

One other knowledge management skill that teachers need is understanding how to quickly negotiate the millions of emails they receive.  So, giving thorough instruction on how to create folders, to instantly organize by subject headings or by who the email is from is a tiny pinch that goes a long way in keeping the barrage of information from overwhelming them.

The resource of Live Binders and the skill to organize emails are two wonderful ways to help teachers in MVISD to become proficient and comfortable with technology, which is our ultimate goal.

4.     I have been very fortunate to have worked with Stuart Burt, who is now the Technology Director at Community ISD.  Through Twitter, online meetings (Skype etc), brainstorm sessions, and staff development, I have gained knowledge and experience that is invaluable.  Stuart is generous in his willingness to share his ideas and skills to better those around him.  One particular idea is something that I began to use at MVISD, and I will continue to use when I return to work.  www.joinme.com is an easy online tool to have teachers collaborate around the district without anyone having to leave his/her room.  It is possible to record these meetings and archive them so others can watch the discussion.  Besides the advantage of collaboration, which is priceless, camaraderie is accomplished.  Camaraderie invites a positive learning culture for teachers and students.   It is one of those intangibles that is more valuable than any piece of technology.  I am hoping that live discussions through www.joinme.com will encourage a change of culture at MVISD, and the beauty is that everyone benefits…administrators, teachers, students, parents, and community. 

Section 3: Evaluating, Implementing...

1.      One other form of evaluation was developed by Michael Patton,  (Utilization-Focused Evaluation or U-FE).  It is best described as follows: “…evaluation done for and with specific intended users for specific, intended uses” (Reiser & Dempsey, 2012, p. 102).   It follows several steps that assesses as it goes beginning with a realistic look at the party and its ability to be successful with U-FE.  The next eight steps involve completing the following tasks:

·      Identify the  ‘primary intended users and develop a working relationship with them’

·      Conduct a situational analysis.

·      Identify the ‘primary intended users.

·      Focus the evaluation.

·      Design the evaluation.

·      Collect, analyze, and interpret the evaluation data.

·      Continually facilitate evaluation use.

·      Conduct a metaevaluation.

To be truly effective in this type of evaluation, a person would need to be highly trained in many areas of psychology, technology, and leadership.  The biggest advantage is that U-FE constantly assesses from beginning to end and everything in between.  Thus, it provides thorough information.

A second form of evaluation is Rossi’s Five Domain Evaluation Model.  Its skeletal purpose is to determine local needs, resources, and type of program that best fits the intended objective.  But, the key portion is developing appropriate questions that lead to the necessary answers.  The five domains are:

·      Needs Assessment

·      Theory Assessment

·      Implementation Assessment

·      Impact Assessment

·      Efficiency Assessment

At the end of Rossi’s Five-Domain Evaluation Model, it should be quite clear what direction to follow.

Both designs can be used to form an informational assessment of the Mt. Vernon ISD library program.  But, I think U-FE would be the most effective.  It would require  a serious commitment, many participants, and a great deal of time.  In the end I would hope that the Superintendent would not find me worthy of my head on the wall.  J

2.      Asking questions is the most important step in evaluation because otherwise the evaluation is not focused , and the results would be scattered and ineffective.  Therefore, some other effective questions are:

·      Is the school capable of completing the evaluation?

·      Who would be involved in the administration of the evaluation?

·      What factors within the community could affect the evaluation?

·      What is the ultimate goal of the evaluation?  Knowledge? Change of program? Instructional strategies? Financial decisions? Etc…

·      What determines success or failure?

3.   Considering the fact that I work in a small East Texas school district, I work with scarce resources all the time.  Money, time, and people are limited in every area.  Whenever I conduct a staff development with the purpose of increasing technology in the classroom, I first consider what could teachers learn quickly and incorporate easily.  Obviously, I search for free resources on the web first. Then I teach myself how to use them to determine their friendliness and finally I examine the needs of teachers and students to decide if it is worth teachers’ time to teach.  Just those pieces of consideration refresh attitudes and circumstances when 

Section 2: Theories and Models of Learning and Instruction

1.  Epistemology is the psychology and philosophy that defines what we know, what it means to know etc.  It can be compared to a couple meeting with a builder sharing what their dreams are for their home and what that means to them.  It is the initial discussion that leads to the blueprint for the home.  In other words, it is where theories evolve.  From theories, instructional models develop.  Then, instructors use the models to strengthen instruction in order to effectively teach students.  Each layer is important to completing the difficult task of engaging learners.  The push and shove comes when educators build from opposing/different theories.  Thus, models and methods of instruction take different paths, which is an ever changing road.

2.  From what I understand, contextualist epistemology is that learning changes from one context to another.  Learners make sense of the world based on their experiences.  Learning is much larger than just understanding the individual.  Culturally developed tools and artifacts while collaborating with others held the key to education.  Therefore, sociology, anthropology semiotics, and linguistics are important pieces of research in understanding what is best in developing instruction.  The most interesting piece that people's learning processes changed as technology (cultural tools and artifacts) changed.  Like constructivism, Contextualists found that authentic learning possessed the best results. Instructional models that are linked to contextualism are:  Problem-based learning, Anchored Instruction, Cognitive Apprenticeship, Intentional Learning Environments, and REALs (rich environments for authentic learning).  The benefits from these models include a connection to research about how people learn, expectation of critical thinking, personal connections to learning, and realistic settings to jobs and the outside world.  The Contextualist finds Positivist and Relativist approaches as too limiting.  They attack learning through fuzzy directions (senses or individual interpretation).  Contextualism differs from behaviorists even though they both desire specific behaviors and a positive rapport between teacher and student.  Contextualism goes much further than just behavior.  It centers on environment and placing the teacher in a guiding position instead of a sage position.  This is a debate that began in Plato's time and will not end until the world does.

3.  When students problem solve in the behaviorist classroom, they are going to be directed through positive or negative reinforcement on which way to go. The constructivist classroom is centered on student engagement and student responsibility.  Students must be accountable for their own learning.  So, both aim to uplift the  student through encouragement, but constructivism is a much broader approach, and students are more probable to thrive in its setting.  Engagement and the push to think independently is more appealing than just a smile from the teacher.

Section One: Defining the Field

1.  The definitions of instructional technology have evolved as technology has evolved.  My definition is a mix of each because it encompasses all the elements involved in teaching media.  Sight, Sound, Process, Design, Evaluation, Analysis, Creation, Research, Performance... Any form of using media to enhance education for teachers, administrators, students, and parents is instructional technology.  I have learned that there are so many verbs involved in instructional technology that it is impossible to clearly define.  I guess that is why it takes pages to effectively capture it.

2.  One lesson that I designed involved teaching elementary students to analyze poetry.  I used images in a power point that coincided with the images in the poem, which was to help students understand the poetry is about seeing the pictures within the poem.  I taught them the Advanced Placement method to analyze a poem by going through each step as a class.  First, we discussed the title of the poem.  Then, we looked at the language in the poem and tried to decide who the speaker was in the poem and what was basically happening in the poem.  Students had to defend their answers using text from the poem.  Third, we found words or phrases that held emotional power to them.  Words with a punch.  Students found them on their own, in pairs, and shared them aloud.  Once we analyzed the power of words, we looked at each stanza and the vivid image in each.  This is where the simple power point became anything but simple because it helped them with references that they did not necessarily understand, like color slides.  The shift in the poem occurs before the last stanza, so I used a student volunteer to act out the last stanza.  This brought us to evaluating tone.  What was the speaker's attitude?  Students did an amazing job of understanding a difficult concept after the process that we did together.  Tone led to theme.  What is the message of the poem?  Third graders were asked to write what they thought was the message at the bottom of the page.  The students were able to successfully accomplish critical thinking skills by completing each step.  Finally, they had an enlightened understanding of the title.  It was deeper than first thought.  The next portion of the lesson was giving the students the poem The Witch by Jack Prelutsky and asking them to create an Animoto video that displayed their analysis of the poem: Title, Speaker, Paraphrase, Diction, Imagery, Tone, Theme, and reevaluation of Title.  It was highly successful, and I can honestly say that students learned critical thinking skills and applied them to the next lesson while using media/technology.

3.  Instructional technology/media includes chalkboards and textbooks.  In fact, teachers are the most essential element of any instruction.  Every student learns differently and some prefer the textbook to the computer.  Instructional technology involves meeting diverse learners' needs through media, which might be the chalkboard.  iPads are multifunctional and possess infinite possibilities, but teachers make the biggest difference than any fancy piece of technology.  That is why it is so important that teachers are constantly growing and learning using the current tools of technology/media.