https://onlinelearninginsights.wordpress.com/2013/11/15/review-of-instructional-design-models-applied-to-k-12-learning-environments/
As a 6th-12th grade public school band director/teacher, I identify with Instructional Design and P-12 Technology Integration. I would like to work as a School Specialist in Instructional Technology in the future, and I applied for the Instructional Systems Technology program at UNCC to gain a better understand of how to effectively use technology in my classroom to enhance my students’ educational experience.
Describe the trend.
According to Reiser, “ID work with school systems characteristically involves any combination of the following responsibilities: managing, designing, developing, and evaluating teacher and/or administrator professional development and training.” He goes on to say that technology integration is a primary focus for instructional designers' working in P-12 education.
The chapter authors, Deborah L. Loather and Steven M. Ross expand on three specific types of ID Development in P-12 Education: systems, product, and classroom. The chart below indicates the specific examples associated with each level of ID Development.
Source: Reiser text pg. 209
For this post, I will focus on the classroom level ID Developments, as that is what I am most interested in as a classroom teacher and in my future goals working in Instructional Technology. By working together with IDs, classroom teachers can integrate technology into lessons using models like the ASSURE model or the NTeQ model. Both models are rooted in Instructional Design, and help teachers to utilize technology for the sake of enhancing student learning. It is important to note that ASSURE begins with analyzing learners and stating objectives, and NTeQ begins with specifying objectives; the learning objective is always central to the lesson and is the foundation of the lesson development. The technology used in the lesson is a tool to enhance learning, not the catalyst for the lesson itself.
ASSURE Model: http://annhayesbell.org/if-they-can-argue-well-they-can-write-well/
NTeQ Model: http://molsonedtc5010.blogspot.com/
The Reiser text references Jonassen, Howland, Marra, and Crismond in relation to their “five roles for using technology to support meaningful learning.” Those roles include:
- Tools to support knowledge construction
- Information vehicle for exploring knowledge to support learning by constructing
- An authentic context to support learning by doing
- A social medium to support learning by conversing
- Intellectual partner to support learning by reflecting
Provide two resources that provide more information on this trend and explain why these readings or resources stood out to you.
Resource 1: "Review of Instructional Design Models Applied to K-12 Learning Environments" by Debbie Morrison on her website Online Learning Insights offers her assessment of three design models she says are "implemented widely" in K-12 education. While her insights are valuable, I selected this article because of her writing on why K-12 educators need Instructional Design knowledge. This hits close to home with me, as many of her points align with the reasons I decided to pursue a degree in Instructional Systems Technology. I could draw quotes from much of the first half of the article, but instead, I will include just one that I find particularly thought-provoking and appropriate to this discussion: "I suggest that there is a need for K-12 educators to be equipped with skills in instructional design. Teachers need this skill set to adapt curriculum in order to provide relevant learning experiences for their students. Furthermore, with the proliferation of technology tools and applications that teachers have access to and are even encouraged to use, [...] teachers need to know how to use these tools effectively—to be able to assess if, and how a given education tool supports the desired learning objectives."
Resource 2: "What is Successful Technology Integration" is an Edutopia article that walks readers through the process of integrating technology in the classroom. The Types of Technology Integration section is filled with links to examples and resources of each of the types of technology described as a successful integration strategy. The article ends with a "level" system for assessing how well technology is integrated into the classroom - this could be a great assessment tool for IDs working in K-12 education to start a dialogue with teachers about setting goals for improved technology integration in their individual classrooms.
I also wanted to include the following TeachThought infographic, as it pairs well with the technology integration discussion in the Edutopia article.
References
- Martin, Florence. "EIST6120 Instructional Design in Various Settings." YouTube. YouTube, 31 Oct. 2014. Web. 23 June 2016.
- https://www.youtube.com/watch?v=XqZdmg_QQSw&feature=youtu.be
- Reiser, Robert A., and John V. Dempsey. Trends and Issues in Instructional Design and Technology. Boston ; Munich: Pearson, 2012. Print.
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