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WELCOME
Our ApproachOur Presentation
Description of EnvironmentTeam PracticeDebrief of Team PracticeDiscussion of K-12 CompetenciesDiscussion of Higher Education
Competencies
Our Conclusion
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THE WIZARD OF ID
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A Nation at Risk/No Child Left Behind
Increasing technological society
Demands of industry Demands of daily life Digital Divide Potential Savings Enhanced Education
A TECH SOCIETY
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50 States have Technology Coordinator
32 States have elearning initiative 17 States have or will have virtual
high school All states allow local elearning
initiatives 25 states allow echarter schools 13 states regulate non-state
elearning inititiaves 10 states have pilot online
assessments
SCHOOL RESPONSE
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Student/computer 6-1 Hundreds of million to 1 billion
spent on technology Virtual Schools Technology without integration Professional Development Needs Standards
IMPACT ON SCHOOLS
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State/Division/District Personnel Students and Parents Content Experts Professional Organizations
LEARNERS
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Yourself Learners Community Media Content Providers Higher Education
STAKEHOLDERS
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Government Programs District Programs
[Professional Development/CRC]
Site Specific Collaborative Effort Private Sector Development
PROJECT TYPES
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Directors of ID/IT [State/Local/School]
Curriculum Resource/Professional Developers
Technology Integration Teacher Educational Software Designer Online/Distance Education Technology Coordinator
THE WIZARDS OF ID
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K-12 PRACTITIONERS
Directors of Technology Technology Coordinators Curriculum Specialists Resource Teachers Classroom Teachers
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TODAY’S PRACTITIONERS IN ED TECHNOLOGY
Director of Technology and Technology Coordinator Teachers with Technology
Interest Tech Heads Consultants/Salespeople IT Trained Personnel
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Universities/Colleges Continuing Education Distance/Virtual Education Private Sector Education State/Local Professional
Development
HIGHER EDUCATION
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HERE’S MABLE…
2 main types of positions for ID/IT personnel in Higher Education
1. Academic faculty in other IT programs and design/development
2. “General faculty" positions
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Students Higher Education Admin/Faculty Researchers/Specialists Professional Colleagues Funders/Grantspersons General Public
LEARNERS
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YOURSELF See above Community Government Agencies & Officials Private Sector
STAKEHOLDERS
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? How do we
get there from here
PATH TO RESOURCES
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Professors of IT/ID University Administrator Researcher Learning Designers Instructional Technology Manager
PERSONNEL
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Which leads us to:
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What kinds of skills will I need to function in these capacities?
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FORM INTO GROUPSGroup 1: Keith, Angel, Vance, Michelle
Group 2: Heather, Ivy, Dawn
Group 3: Beth, Scott, Mable
INSTRUCTIONSYou are an Educational Instructional
Designer Generalist. A Generalist would be able to apply ID in both K-12 and Higher Education environments.
Your task: Circle the 5 most important skills of an Educationsl ID Generalist.
TEAM PRACTICE
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Needs AssessmentPerformance AnalysisResearch Design/StatisticsInterpersonal SkillsWritten/Oral CommunicationInstructional AnalysisLeaner/Context AnalysisWriting ObjectivesDeveloping Ass. InstrumentsConducting Evaluations
Knowledge of Authoring SystemsNetwork Administration SkillsKnowledge of Computer HardwareGeneral Applications SoftwareMedia SelectionExperience as a Teacher/InstructorPsychology/Learning TheoriesDeveloping Instructional StrategiesWeb Development Skills
RESULTS
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RESULTS
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K-12
Let’s revisit jobs:
•Educational Technologist
•Technology Coordinator
•Technology Integration Specialists
•IT Coordinators
•Administration, Supervisory Roles--Directors of Instructional Technology, Departments of Technology
•And
•Teachers as Instructional Designer, Instructional Technologist, and…
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Skills
•Let’s revisit some skills. Remember the survey.
Instructional Designer Toolbelt includes:
•Technical (hardware/software)
•Communication
•Interpersonal
•Instructional Design
•Others
Teacher Toolbelt includes:
•Curriculum
•Learning Theory
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Standards (Methods to Madness)
Ready. International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS). Will go with NETS.
Defines concepts, knowledge, skills and attitudes for applying technology in educational settings.
Focus on 3 levels
1. Teacher
2. Educational Technology Facilitator
3. Educational Technology Leader
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Standards (Methods to Madness)
8 standards with objectives for each level:
1. Technology Operations and Concepts
2. Planning and Designing Learning Environments and Experiences
3. Teaching, Learning, and the Curriculum
4. Assessment and Evaluation
5. Productivity and Professional Practice
6. Social, Ethical, Legal and Human Issues
7. Procedures, Policies, Planning and Budgeting for Technology Environments (for ETF, ETL
only)
8. Leadership and Vision for Integration of Technology (for ETF, ETL only)
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“How To” “How Can”
Online and face-to-face courses and workshops
Self-instructed or group-instructed modules
Specialized school-created programs
2 categories:
1. “How to”—free vendor-produced Internet tutorials for specific hardware and software
e.g. Palm and Apple
2. “How can”—ways to integrate technology
e.g. Programs devised by PBS, the National Council of Teachers, the ISTE, and the
National School Boards Association
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“How To” “How Can”
Program examples:
Connected University from Classroom Connect, Inc.
PBS TeacherLine
Tapped In
TaskStream
Snacks by Tech4Learning
(more on our website)
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School Programs
School created programs to help develop technology staffers and teachers
Poway Unified School, Poway, CA
Western Michigan University, Kalamazoo, MI
New Trier School, Chicago, IL
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University IT programs selected based on informal poll by the IT Forum http://itech1.coe.uga.edu/ITForum/home.html which asked IT professionals to identify top PhD programs in IT.
Program coursework was compared for the purposes of determining IT competencies in the field of higher education.
Department of Instructional Technology
Instructional Systems Program
Instructional Technology
Instructional Design, Development and Evaluation
Instructional Systems Technology
Educational Technology Program
PhD PROGRAMS IN IT
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SKILLS ADDRESSED TROUGH COURSEWORK
Comparison of program coursework revealed 3 broad areas of focus:
1. Instructional Design
2. Learning Theory
3. Research Methodology
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DESCRIPTORS FOR INSTRUCTIONAL DESIGN
Develop and evaluate instructional systems and materials.
Design conditions for learning by applying principles and theories associated with instructional systems design.
Develop instructional materials using various technology-based delivery systems.
Analyze learner needs and environments, design and sequence learning tasks, and design and develop effective learning materials.
Understand diverse approaches for developing, representing, managing and disseminating human knowledge.
Design and development of instructional materials using the latest information technologies.
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DESCRIPTORS FOR LEARNING THEORY
Acquire knowledge of learning and instructional theories.
Apply what is known about how people learn to most effectively and efficiently design systems that support learning.
Use theories of learning, communication, behavior and organization in concert with technologies to make valuable contributions to the field of IT.
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DESCRIPTORS FOR RESEARCH METHODOLOGY
Conduct research related to instructional systems and materials.
Discover new knowledge through basic research and answer specific questions about practical problems through applied research.
Research, develop and evaluate principles and methods for using technology to benefit and empower individuals and organizations.
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ADDITIONAL SKILLS/COURSEWORK
Teaching experience.
Emerging technologies / innovations, e.g., multimedia, interactive video, and various computer tools that support learning.
Technology integration to support teaching and learning.
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Conclusion/Questions