Click below to see my INTEL files.



This is my student sample: http://www.scribd.com/doc/10156955/Sample-Germany
http://www.scribd.com/full/10156955?access_key=key-bgus2k966ckp1upinvy

This is my unit plan:
http://www.scribd.com/doc/10157681/Formative-Assessment

http://www.scribd.com/share/upload/7128846/svknurpnzr1tntahurp

http://www.scribd.com/doc/10157104/an-Training
http://www.scribd.com/full/10157362?access_key=key-1jzc2cahypy4j5rl6ixg


This is my assesment of project: http://www.scribd.com/doc/10157362/Formative-Assessment http://www.scribd.com/doc/10157362/Formative-Assessment

This is my resource:

Future Goals

One setting that I believe I would enjoy is my current path. I love working in a public school setting. I am very passionate about making a difference in the lives of students. I miss working with my own classroom on some days. But the sense of professional accomplishment I receive from conducting a staff training or modeling new technology in the classroom helps me through those times. Though at times I feel a frustration with the philosophy that technology should drive instruction. My goal with my degree is to change this concept. The needs of the student and the curriculum demands need to be the driving force. Even if it means having to spend money or educate the tech support staff. For example, not allowing students/staff to use USB thumb drives out of fear of viruses. This memory saving device is too vital to not find a workable solution. I hope my degree will empower me to find workable solutions to issues such as these--where the fear of the unknown does not cause the process to become stagnant and cumbersome.

However, having taken this course one of my other goals has resurfaced with a bang. I started working in an elementary school as an assistant and have traveled from there to the county office, middle school, and high school--as my educational levels have increased. But one of my hidden desires was to work on the college level. I find myself looking these past few weeks into switching from a MAEd to a MS degree. I could take the 6 courses for the add on certification and do the MS degree so that I can continue with my job as tech faciltator but also have the opportunity to explore a part time job on the college level. Before all is said and done--I really want to work in higher education. I feel that I would be using my knowledge to educate others and also enjoy the fact that I am challenging myself. I would have my own "class of students" but also working with adults. Distance education would be an excellent starting point for me.

The instructional media that interest me range from the old to the cutting edge. Some of the older technology, in my situation, needs to be revisited for a new perspective, as well as the newer types.

LCD with a variety of software and hardware. I use the LCD as a tool with basic software. For example an interactive whiteboard, PowerPoint. I now need to use it for higher level skills with the software. For example, the highlight tool in PowerPoint or a document camera with the interactive whiteboard. This tech is for lecturing, modeling for students, and then students using the media themselves as small/group projects.
Pod casts/Webcams—utilizing it more but finding out more about Internet Safety with this tool. I have videoconferenced with another class in my school. However, because of so many safety issues and AUP’s , I have been hesitant to expand outside of my school. For example, the other class saying or doing something inappropriate—either sexual or aggressive. Methods are class discussion and modeling.
Blogging—I have done it within a class but I want to explore collaborating outside of the school—perhaps with a buddy class in another geographical setting. Part of this hesitance is a lack of knowledge of my local and state mandates. There have been times in the past when DPI has sent out acceptable sister schools—limiting your ability to decide who to contact. But I really want to educate myself on these issues this year. I would like to use this tool as a means to discuss literature. The methods are discussion, modeling, facilitating, and group/individual projects.
Skyping with professionals with high school students as a form of modeling with them. It is similar to a virtual field trip or virtual guest speaker. I think it is so important for students to see a profession in action for them to understand the importance of the subject matter and skills being taught in school. For example, the importance of being on time and present in class everyday. By having a chance to speak to others in the "real world" means so much more to them than hearing it from a teacher.
Distance Learning—I want to become certified in this area. I know Blackboard but I want to learn about Moodle. With Moodling, I see the chance to empower students as independent learners—more real life activities. With Moodling it is class discussion, group/independent projects/ and lecture notes. Also, it has excellent evaluation pieces.
Performance Technology is an exciting new area for me. I firmly believe in working towards a self-reflection/improvement process. In my previous job, teaching computer skills in a high school, I used a wide variety of resources. But, I concentrated on ways to teach the students how to use the media—not using the media to teach them. For example, teaching them how to use a digital video camera. However, I never used the video option to record my steps for them to replay, at their computer, when they had a question about how to accomplish a task.

ISD Model--Perfection or In Serious Need of Reflection?

In my opinion, the ISD process is one of the strongest and most exciting pieces of ITD. So much thought and research has been put into a process that adds so much to the field. To be able to document and analyse each step of the process allows everyone to isolate weaknesses and constantly improve the process. I love that it is a well thought out process that allows anyone to stop and improve anything--be it understanding in the classroom or training on the job. One of the most exciting pieces is the assessment part. I think it is great that so much research and advances are being made in this field. We aren't waiting until the end of an objective to evaluate understanding--it is being done continuously to stop and reteach/refocus before the student is completely lost. Plus, it is being used to not only refocus the student but being used to improve materials and lesson plans. The process helps to stop it from being a personal failure and shifts the focus on the process. Which empowers others to look for areas to change instead of feeling threatened.

The weaknesses I see with the system come more from neglecting a section or becoming so institutionalized by the process that focus becomes concentrated on the process and not the goal of the process.

For example, from the beginning of the process team members focus on what they perceive the needs of the clients instead of what the actual needs and desires of the clients really are. Take education, the focus is no longer on the needs of the learner to master real world skills but has instead moved to mastering route skills in a prescribed method to pass a multiple choice quiz. Yeah! A school has made AYP in math and the teachers have earned $1,500 (yes--I know, believe me I know that amount is not guaranteed). However, the student does not know how to balance a check book because he doesn't understand when you need to be able to subtract or add a number.

The other weakness--a complete devotion to the system. Team members cannot see when a step is not needed or when it is becoming a complete monster of the system. I have seen it happen several times with the data collect and analyzing of data. Data is collected everyday and is interpreted and reinterpreted. Assumptions are made and changes are instituted. But, sometimes not enough time is given or data is skewed to allow certain changes to be forced. For instance, a teacher gives a county wide assessment test on fractions. The students do poorly on the test. The data is looked at by the county administration. They make the decision that the teacher has not sufficiently taught the information on fractions. Is that the truth or could it be that the students do not have strong addition/subtraction skills and therefore cannot add/subtract the fractions. They understand the concept but do not possess the skills to complete the objectives.

In my classroom, the assessment piece was one of my strongest areas. I looked at data not only to see how to teach the students to find areas of improvement, but also to establish patterns in my teaching styles and lessons. I felt very empowered and spent time on self reflection because of this part of ADDIE. I also have started to learn how to spend more time looking at the analysis phase. The task analysis is an area I want to re-visit in my teaching philosophy. In the beginning, I really broke down tasks for my students in a step-by-step process. However, since I deal with technology in my classroom, I allowed the advance skills of my students to overpower this part of my teaching style. I began to assume they knew the basics and did not even question their level. I started teaching a lesson as a whole--instead of stopping after introducing a new skill and letting the student "play and explore" this skill before going on to the next step. I have instinctly used so much of the ADDIE process in my class. But the skills/lessons I have learned in the past few weeks has rejuvenated my desire to always seek constant improvement.

Learning about Learning

As in all things in life, I don't think there is an absolute theory/solution. I think each individual learns in a variety of ways depending on the age, subject matter, and conditions at the time. If a student is trying to learn something very new; then their learning style would be different then if they are learning a new step in a familiar process. For example, learning subtraction after learning addition would be a specific learning style versus learning your first foreign language.

However, I do believe that overall the learning styles of our youth are different then how they learned 20 years ago. And one of the major reasons for this is based upon technology. Generations ago, a child learned by reading and listening to adults talk about a subject. Thus, they learned to learn in a passive mode. However, the youth of today are playing video games at such a young age, not to mention the educational videos and TV, that they have learned to learn by manipulating icons and screens.

Therefore, the traditional method of teaching by lecture is less useful then integrating technology into the classroom. However, once again, at different times, different styles will be needed. For example, memorizing the multiplication table is a skill learned through repetitive drills. But what I think is of paramount importance is letting the students learn that there are different ways of learning. I have always given my students learning style tests and discussed how their dominant styles could be best utilized. For example, if you are a tactile learner--trying changing pen colors when you are taking notes--it will cause you to pause and refocus. But I also discuss with them how they learn in other manners also.

AS for the age of the learner, so much research is being done on memory that it exemplifies what I mean (about not one theory being correct) when applied to the cognitive information processing theory. If the learner has 3 different memory systems, and we have learned that memory changes with the age of the person, that it would be a logical conclusion that with each change in memory abilities--the learning for that person would also adjust.

Or the behavior therapy--too many times in the classroom I have treated a student with respect and told them that they can do it and not accepted excuses, and seen amazing results not to believe that my input, expectations, and limitations will determine how much they learn. I have had students tell me that they do well in my class because I believe in them not to give validity to the behavioral learning theory. But does this method necessarily work with an over-confident person that does not doubt their own ability. Definitely not to the same degree!

Apply for this Vacancy

One interesting job I found was Instructional Designer. The specific opening was listed at NCSU--hey don't let this turn you off! Basically the career involves designing and producing materials for web-based learning. It could mean developing an instructional website, gathering web resources or other digital course materials. The individual needs to have experience with a variety of hardware and software, multimedia technologies, the Internet, and distance learning platforms. Knowledge of usability and accessibility considerations is important. The applicant needs to know several on line systems,web authoring software, and have experience in a related production environment. Plus, the person needs all of the usual soft skills-interpersonal and communications skills, time management, teamwork skills, ability to work independently, meet deadlines, and ability to train others. Some fringe benefits are flexible work schedule and some at home work possible.

The qualifications are experience, Masters in Instructional Technology, Education Media, Instructional Systems Design, Educational Psychology or related field. This individual will assist teaching staff, serve on several committees, hold a leadership role, and MUST be willing to seek continual knowledge of emerging applications and theories of instructional design.

This position, in my opinion, would be an exciting one to pursue. An individual would feel constantly challenged and motivated for self-reflection and knowledge. The advance opportunities would be wide open.

https://jobs.ncsu.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1221601293425

In my opinion, instructional technology means using hardware and software to motivate, educate, and inspire teachers and students to utilize higher level thinking skills and technology skills. For example, a teacher uses a promethean board (a type of smart/white board) to engage students and provide an access to formative evaluations. Instructional technology would include training the teacher how to use the board, modeling the board use with students until the teacher feels comfortable, and then collaborating with the teacher to advance the educator’s knowledge in further uses of the board. In addition, instructional technology means using the World Wide Web to stimulate and facilitate learning and teaching. For instance, using Web Tools 2.0 to help simplify an educator’s life and free more of her/his time for teaching and less time on organizing. One of my favorite tools would be an on line book mark service. Thus, whether the teacher floats or is at home, he/she can readily navigate to their favorite web pages without having the issue of having saved the bookmark at school and needing it at home.