My definition of Instructional Technology
The field of Instructional Design and Technology has been labeled in very different ways since its origins in the early 1900s with the visual and audiovisual movements and the use of media during World War 2. There seems to be some confusion among practitioners and external audiences about the different names for the field. Some people associate the term “instructional technology” with “instructional media” such as computers, videos, smartboards and other forms of technology. Others think that “educational technology” is more related to K-12 and “instructional technology” is believed to be a wider field in education and work environments. In this short video, I discuss some of the definitions of the field and I share my personal definition.
Learning Paradigms in Instructional Technology
Learning theories are hypotheses that describe how learning occurs and provide insights into how to facilitate the learning process. These theories assist instructional designers in selecting the most appropriate strategies, tactics, and techniques to solve an instructional problem in a given context. Learning theory is of paramount importance to the field of instructional design and technology. This paper presents a comparison and exploration of the three major learning paradigms (behaviorism, cognitivism, and constructivism) and how they relate to instructional technology. I describe each paradigm, the role of the teacher and the learner, and implications for instructional designers. I also discuss some similiraties and differences between each philosophical perspective.
Google Applications Training
This team project was conducted in EDIT 6170 during the Fall of 2012. The project uses the ADDIE paradigm to analyze, design, develop, implement, and evaluate a professional development plan for teachers at Benito Juarez Community Academy. Chicago Public Schools adopted Google
Apps for Education, but after the first full month of school, administration at the various
schools has been disappointed with the poor use of Google Apps. The performance
gap is attributed to Lack of Knowledge and Skills. The purpose of this project is to apply good instructional design practices to train teachers in how to enhance curricula, collaboration, and communication by using Google Apps.
Samples of Development
Foundations
Design
A Virtual Tour of the University of Georgia
This Adobe Captivate project was developed in EDIT 6190 during the Fall of 2012 and was nominated for "The Blue Sock award" by my peers. The project is intended to help visitors and new students get familiar with the UGA Athens Campus.The tour consists of 21 places divided into North, South, East, West and Central Campus. Each place has a short video clip with pictures and useful information. The project also explores the quizzing capability of Adobe Captivate. There are 20 Questions that includes multiple choice, true/false, fill-in-the-blanks, matching and hot spot. Some tools that were used for this project include Adobe Captivate 6.0.1, Windows Movie Maker, Text to speech, Audacity, Any Video Converter, and Power Point. The videos provide closed captions and there are also keyboard shortcuts (Numbers 1 to 5) in order to improve accessibility.
Readiness of K-12 General Educators for Inclusive Education Programs
The purpose of this test is to assess the readiness of K-12 general education teachers, preservice teachers or paraprofessionals for inclusive education programs in Georgia. This test evaluates practitioners’ understanding, application, analysis and evaluation of critical concepts in inclusion. This criterion-referenced test is intended to measure individual achievement of behavioral objectives related to concepts such as least restrictive environment, individualized education programs, accommodations and modifications, differentiated instruction, universal design for learning, assistive technology, and collaboration and teaming. A preliminary search of the literature yielded no results for prior assessment tools with a similar focus. This test is important as it will inform the teaching practices of pre-service teachers, current practitioners and paraprofessionals who are interested in inclusive education programs.
Development
Maintenance Evaluation of Desire 2 Learn
DYOK e-learning Solutions evaluated the Desire 2 Learn Learning Management System at ABC University in alignment with the Center for Teaching and Learning. Some of the aspects evaluated included features of D2L, students and faculty‟s previous experiences with the platform and resources, and technical support offered by the university. A mixed-method approach was used to determine whether the current resources offered by the university should be modified in 2014 or not in order to enhance the integration of D2L. The instruments included: (1) a face-to face interview with two LDT faculty members, and (2) an online survey for graduate students in the field of Instructional Design, and Technology.
Evaluation
Implementation
Professional Development for K-12 Educators Through Resource-Based Learning and Learning by Desing
This lesson plan presents a hypothetical scenario for professional development of K-12 teachers. A school has upgraded their technology resources and most classrooms have access to high-speed Wi-Fi Internet. The school is also promoting BYOT initiatives (Bring your own technology), especially for students who might require some supports, assistive technology, and other aids to succeed. Teachers are encouraged to make use of all these resources and integrate technology into the curriculum. The school director has hired a crew of expert instructional designers to develop a 4-hour hands-on workshop on Web 2.0 tools. The workshop follows a constructivist approach to teaching and learning. The two major models implemented are Resource-based learning and Learning by Design. These approaches have the potential to allow teachers to acquire essential skills to integrate technology into their classrooms. Likewise, designers plan to engage teachers in a community of practice, so they can continue to support each other after the workshop finishes.
