Category Archives: 1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
Preparing students for the 21st century workplace involves teaching and exposing students to various types of technology they will encounter. Students should feel comfortable being able to email, share documents, present information electronically, research online, etc. School districts are providing more and more technological resources in the form of computer labs, laptops, mobile devices, and so on.
Opening up the world wide web for students can open up a can of worms so to speak. How can we ensure that students are using the technology responsibly? One measure is to have a very clear and concise Acceptable Use Policy.
The National Education Association suggests that an effective AUP contain the following six key elements:
- a preamble,
- a definition section,
- a policy statement,
- an acceptable uses section,
- an unacceptable uses section, and
- a violations/sanctions section.
Students need to be aware that when using technology in a school, it needs to be specifically for school use only. Districts have the ability to track all computers history which helps alleviate some of the desire to roam throughout the internet. The key is to ensuring students use the internet properly is that they are TAUGHT specifically what it means to be a responsible user. Students need to be expected to uphold that behavior and if they don’t there are consistent and clear consequences.
At the beginning of every year, my school teaches a responsible computing portion of our freshman seminar course. This provides a means to present our guidelines to all students. Examples of poor behavior are given and the consequences that follow. Students are expected to treat others online as they would in person.
Some examples of AUP’s:
Can you imagine a world without smart phones or computers? Technology has increasingly become a more important part of our lives. Because of this, preparing students for the workplace has changed dramatically. We are immersed in a world where wikis, podcasts, blogs and moodles have become commonplace as a means to communicate. Integration of technology into the curriculum has become imperative to better prepare students for this new 21st century workplace.
Edutopia defines effective technology integration as “seamless integration is when students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content.”
How can technology integration help students?
Outside of school, students are presented and process information differently than in the past. Television and the internet have created a very multimedia rich world. Everything is much more dynamic and engaging.
Technology in the classroom can provide a much more engaging learning environment as well. Students are able to visualize concepts much more clearly with video and applets. They can take the basic knowledge that they learn and apply it to real world applications in a much easier way. Students are able to use virtual field trips and like activities to transport themselves to other parts of the world to gain a better understanding of the plight of others.
It also can aid students in providing multiple resources for learning. Computer based quizzes and clicker activities can provide instantaneous feedback allowing them to become more interactive and take ownership of their learning.
How can technology integration help teachers?
As mentioned above, our role as teachers has changed. It is still imperative that we teach students the basic skills needed to be successful in the world. However, it is also important that students leave high school feeling confident and comfortable with the different technologies and terminology they will encounter in the workplace.
According to the ICT (Roblyer, p 21) teachers are required to provide three sets of technological skills for students:
- Technology literacy: Students need to be able to adapt to new technology.
- Knowledge deepening: Students can take their prior knowledge to a new level utilizing technology.
- Knowledge creation: Students can create concepts being innovative using technology.
Technology adds so much to a teacher’s repertoire. It brings a lesson to life. In the past, we might have taught about the work of Shakespeare having students read and analyze his work. Today, we can have students create a video depicting the plot of a particular play. This is just one example that can assess a much higher level of understanding. In Geometry, students can use an interactive white board to manipulate a polygon to actually see that the measurement of the angles stay the same. Seeing it to be true is so much more valuable than just believing it is true because it was read in a textbook.
The sky is the limit when it comes to utilizing technology. We are teaching in an exciting time. Learning has become so much more comprehensive and dynamic. It is changing the culture of education for the better.
Doering, Aaron H., & Roblyer, M.D. (2013). Integrating Educational Technology into Teaching. Upper Saddle River, N.J.: Pearson
Edutopia. (n.d.). What is technology integration? Retrieved from http://www.edutopia.org/technology-integration-guide-description
Games have been around for certainly as long as I can remember. Even the term “game” itself tends to describe a positive and fun experience. Years ago, I would not have described myself as a “gamer” (still am not really). Back then (15 years ago), I thought gaming was a waste of time and brain power. I had one experience years ago that changed my thinking.
As a new teacher, I was asked by students to be a “computer group” sponsor. So, as with any new teacher wanting to get involved, I agreed. When I went to the first meeting that day, I encountered not a “computer” group but a “gaming” group. I don’t even remember what game they were playing, but I have never seen a group of kids (most of whom were not great students) so ENGAGED!! I could barely get their attention. My first thought was to turn off the game right away, but I decided to jump in and see what they were doing. I hate violence in games, but the strategy needed was incredible! It required a lot of analytical and algorithmic thinking to be successful. At that point, I remember thinking I need to work with this and use it in my classroom. Have I? Well, not exactly. Time has gone by and I haven’t done much with the concept of integrating game based learning into the classroom. My hope is that will change.
Alice is a 3D programming environment that helps students visualize the ideas of Object Oriented Programming — objects, functions, methods, etc. I just started using it in my Intro to Programming class last year as an intro to Java and the kids love it.
The lesson I have created below is not for my programming class, but for my Algebra class. For my Programming final last year, students were asked to create an interactive quiz in Alice (on any subject). I created one to quiz my students on systems of equations. I used it last year and now my students always want to be quizzed in that method. If I had the time, I would absolutely mix in more games. It tests the same material but in a much more engaging and interactive way.
Here is a demo of the quiz:
1.1 Analyzing instruction to deliver better methods for presenting material.
3.1 Using resources (Horizon Report) to improve learning.
As the internet becomes more and more important, it becomes imperative that we ensure all people (including people with disabilities) are able to have equal access. This assignment explored different ways web designers can make web pages more accessible. I chose to take a look at screen readers. Screen readers allow people with sight issues to utilize the software to hear the website as they scroll over the website.
This was a great assignment to work through with my students. The assignment took the basic HTML and CSS skills we learned in assignments 1 and 2 and took it to another level. We added the concept of floating text as well as developing a website that was easy to follow. The Netiquette Page was created to display guidelines for proper internet use.
The concept of RSS feeds is a new tool for me believe it or not. I had an idea of what it was but had never contemplated using it in my classroom and had never used it personally. So, how can I use it in my own classroom and in my own school?
- The creation of my Learning Log has convinced me to have my own Computer Science students create a blog for reflection and turning in their work. Beginning next week, I am going to teach students how to create a WordPress blog and have them create a post for each assignment. They are to link their assignments and reflect on the purpose of the particular assignment. Where do RSS feeds come in? I can subscribe to the RSS feeds of each student’s blog and I will have all of their assignments in one place (instead of having to go to each blog). I can see all assignments in one place by grouping the feeds accordingly.
- As our school webmaster, I absolutely need to put a RSS feed link on my website. It is crazy I haven’t done so as of yet! This feed will allow parents/readers to check all new updates of the website in one place instead of having to browse through the entire website all the time.
- RSS feeds can be used to keep up to date on the most recent world events. For classes such as Social Studies, this concept can be utilized very well to have students keep up on current events by having feeds to their favorite news websites.
- If students have a particular project in class that they are required research to complete, they can use a RSS feed to help them. This will give them the most up-to-to-date information they can get as the feed will be available as soon as the article is posted.
How does this assignment align to AECT standards?
This assignment utilizes 1.1.3 which has developed a skill using electronic communication (sharing feeds). It also uses 2.3 and 2.4 by organizing information found online into a database to create a singular location to find information needed on a particular topic.
The second EDTECH 502 assignment was to take our existing plain502.html assignment and apply a CSS stylesheet. This assignment assessed our knowledge of basic CSS as well as incorporating the CSS to a HTML page.
Of course I had to change my first attempt of my 502.html page. The new one is below: