Introduction
As technology
reshapes the way we teach, learn, supervise and train it has created new opportunities
for leaders to innovate and invigorate by choosing to integrate the proper
tools for the proper learning outcomes. Moving to more student-centered education,
instructors are now trusted leaders and advisors who are tasked with
understanding instructional design and integrating the proper technology tools.
Educators must ask what is in the best interest of the student and refer to
instructional design methods and theories that will provide the strategies to
get them there first (Horton, 2006).
Leading the education transformation educators in the 21st
Century must network and collaborate for best practices and technology integration
solutions. As trusted advocates for learning they must stay vigilant to
evaluate student learning and progress through evaluation and assessments. This
paper will share how today’s instructors are demonstrating an ability to make
informed decisions regarding the use of technology and how such strategies can
be incorporated in a prior learning project. The redesign suggestions will also
include the learning theories that influence the outcome.
Prior Assignment
I prepared a
lesson plan in EDU 655 to show 4th and 5th graders how to
conserve water. I believe the assignment called for creating a needs assessment
and for the teacher to integrate a lesson plan to meet the stated objectives or
learning outcomes. The lesson plan, my first as I am not a teacher, was very
basic and while it addressed a plan for the stated goals along with timeline, lacked
serious vision and technology integration. The assignment listed measured
outcomes derived from a quiz, community poster to be created in class with
markers and an at home suggested conservation plan.
The materials used
to create the lesson plan were more than 10 years old and there was no attempt
to draw students into a more global discussion of water conservation. The
Absorb and Do-Type Activities were very limited and perhaps age appropriate 10
years ago. There was also no attempt to reference rich environmental resources
available through a variety of technologies that focus on current conservation
efforts.
Redesign
Just as too much
technology can be a distraction in the classroom using out- dated, and
provincial teaching tools underwhelm the learning process. For the redesign I will
incorporate more sophisticated learning tools that can offer current events,
global trends and show conservation efforts to students either through the use
of National Geographic’s E-Zines that cover conservation or the use of applied
research and science experiments to aid in student learning.
Implementing real
life conservation efforts and supporting groups and organizations that teach
conservation will also be highlighted in the new lesson plan to help students
give practical meaning to different vocations. A webquest is another way to
help integrate technology and could serve as a fact finding mission to gather
information from different sites on conservation ideas.
One of the
challenges with redesigning lesson plans means more time for teachers but there
are also many resources available today for collaborative lesson plans for K-12
through sites like TeachHub.com.
According to the
Association for Educational Communication and Technology (AECT) educational
technology is the study and ethical practice of facilitating learning and
improving performance by creating, using and managing appropriate technological
processes and resources. According to Reiser & Dempsey 2012, new roles for
today’s teachers include designer of student work, facilitator of the learning
process and caring mentor. Technology should be implemented to fill four key
roles; record keeping for student learning, planning for student learning,
providing instruction for student learning and assessing for student learning. (Reiser
& Dempsey 2012). That being said teachers have an important job as leaders
to teach students with the best technologies they can integrate while enforcing
technology safely, privacy and security protocol and modeling ethical and
responsible usage.
Theories and Models
As the education
paradigm shifts the Constructivism theory is most aptly to describe the model
for learning. Instructors do not
structure learning for the task, but engage learner in the actual use of the
tools for real life (Nabbaugh 2006). Today’s learners build personal
interpretations of the world based on individual experiences and interactions
and they rely on educators to implement the appropriate technologies. The Constructivism theory celebrates the
process of gaining insight and knowledge many different ways. The instructor is
the mentor or “guide on the side”.
References
Association of Educational
Communications and Technologies Definitions
Retrieved from http://aect.site-ym.com/
Dabbagh, N. (2006). Instructional design knowledge base.
Retrieved from
Horton, W. (2006), E-Learning by Design. San Francisco: Wiley
Lockyer, L
Reiser, N.
& Andrade, H. (2012) Trends and Issues in Instructional Design and
Technology. Boston, MA: Allyn &
Bacon
Paul, R. and
Elder, L. (June 1996).Using Intellectual Standards to Assess
Student Reasoning from http:/
/www.criticalthinking.org/pages/using-
intellectual-standards-to-assess-student-reasoning/602
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