Section V

HEALTH CARE EDUCATION

Trends

Information Technology has become important in education and practices in Health Management because of the volume of knowledge

Greater student access to current medical research is allowing for up-to-date information

Online searching is free to everyone

Web 2.0 social tools makes it easier for anyone to author, edit, or vote on health science content

Issues

Knowledge and research, costs and managed care, regulations and standards, and convergence

Online searching is free to everyone, which puts more pressure on practitioners to keep more current

Regulation and standards affect education and training because they dictate what has to be learned

Converging technologies are affecting education and training in health care

MILITARY

Trends

New technologies exist on every front, in every business, and in every home

Students share classroom experiences with children around the world via the Internet

Low-Cost, digital communications have placed international friends and relatives within a finger’s reach

Secure networks are implemented to prevent illegal access

Issues

Funding and how to utilize the money available

Low-tech training solutions are provided which are typically not the most desirable

Funds applied to one project may be taken from another

P-12 EDUCATION

Trends

Students and Teachers are using technology as a tool

Students of all economic levels have greater access to high-speed Internet-connected computers

All states have adopted curriculum standards that integrate student use of technology

Technology is used as a tool to explore knowledge and learning

Several technology integration models are available

Issues

Only twenty-one states requite technology coursework to receive initial teacher licensure

Only ten states require technology training or testing for recertification

Technology integration is slow process due to availability and access to computers and resources

Teacher beliefs and attitude

Teachers’ technology and content knowledge

One common issue amongst the three contexts and the place I work at is funding. I work for an elementary school and we are slowly working our way to having iPads in every classroom. The reason it has taken so long is funding. We can not afford them all at once. My school has been purchasing iPads with money left over at the end of the year. We now have 6 classrooms in the lower grade levels with an iPad for every student and every sixth grade classroom has iPads too. This is a huge accomplishment, but the rest of us are still waiting. 

With the issue of funding also comes the question of training. This too was a similarity amongst the three context and my work. Even if I were to receive an iPad for all of my students I would still not be entirely sure how to integrate them into all of my lessons. I would have to do my own research. We do not have enough money or people with the proper knowledge to teach us how to use them to promote rigor and higher order thinking all the time.

Section 4

Chapter 14

At my school and district there is a big push to use technology in the classrooms and integrate it into our lessons. Every classroom has received one iPad to use for instruction and with students. The performance problem is in the gap between the curriculum and the use of technology. We must follow the curriculum scope and sequence, yet we must also find a way to integrate one iPad because it is not part of the scope and sequence. We have not had coaching as to how to combine the two. A non-instructional solution would be to provide staff development that specifically focuses on the blending of technology and curriculum. There must also be funds to download applications needed on the iPad and for the purchase of more iPads. Ultimately, the curriculum specialist must integrate our scope and sequence with technology use.

Chapter 15

The definition for performance support systems has expanded since the 1980’s. Originally Gloria Gery defined it as an intervention to address software and associated procedures. She believed too often learning interventions in place were “training band-aids” that could have been avoided with the accurate support for employee. 

A performance support feature is a performance support broker who finds resources and additional information to complete the task successfully. This would be beneficial for my performance problem because one of the issues is lack of resources. We do not have enough iPads for every student. Another benefit is the support of the work context integration, which minimizes the amount of time the performer spends in the performance support broker looking for information. This is crucial in education because as we all are aware, we never have enough time. A disadvantage is the material developed in performance support is usually inaccessible to other learning managements. For example our curriculum specialist may not be in the loop of how to implement technology with scope and sequence because the performance support is isolated.

Chapter 16

           

Both explicit and tacit knowledge would help solve the performance problem above. Explicit knowledge is knowledge that can be documented. We need this type of knowledge now. Our scope and sequence is a form of explicit knowledge. If we had examples in our scope and sequence do integrate the iPads and technology we wouldn’t have a performance problem. Tacit knowledge is the knowledge of experience and insight. If we individually or as a team knew how to integrate the technology while staying true to scope and sequence and our curriculum, there would also not be a performance problem. This type of knowledge can be collected through training programs. We must start by forming a team of teachers who are successfully using technology and the curriculum. Data must be collected based on student performance and scores. Then we must create training programs and conferences, which will allow for peer-to-peer collaboration.

Chapter 17

I don’t think I have been part of informal learning yet. But I think I will be soon…

In February I have signed up to go with other colleagues to Austin for a technology conference. I will obviously have to arrange my work schedule and personal schedule in order to attend the week long conference. This will definitely be an informal learning experience that will be shared with others. As I mentioned above our school is gearing towards the use of technology. I will be a part of this team sent to Austin to learn more about the integration of technology in our classrooms. It will be information I will have to share with my colleagues. In my situation the knowledge I gain could be managed if my principal specifies which speakers she wants me to go listen and how many days I will attend the conference. Because my principal attended the conference last year she knows which speakers she would really like to hear again and which ones she finds to be most beneficial to the teachers she is taking. I think the informal experience should be controlled in the sense that we are told to go to specific speakers. But, it should also be informal if we have additional time we can also chose the speaker we want gain more knowledge from.

·      I have attached the link to the Technology Conference if anyone is interested to explore the website.

http://www.tceaconvention.org/2014

Section III

Evaluation, as stated in chapter ten, is the process of determining the merit, worth, and value of things, and evaluations are the products of that process. The evaluation process includes both formative and summative evaluations.

Dr. Marzono’s Teacher Evaluation Model distinguishes the cause and effect between the teacher delivery of a lesson and practices and how the students will succeed. This model focuses on student achievement and allows for both administrators and teachers to work together in order to achieve that goal.  

There are four domains within the model…

Domain 1: Classroom Strategies and Behaviors

Domain 2: Planning and Preparing

Domain 3: Reflecting on Teaching

Domain 4: Collegiality and Professionalism

Even though this is a teacher evaluation model I found ok to include as a instructional design model because ultimately all four domains are designed to reach ‘Student Achievement’.

I am very familiar with Dr. Marzono’s Teacher Evaluation Model because this evaluation model is used at my district to evaluate our curriculum and intervention implementation with our students. It is key to know exactly what is needed for your students and how you will intervene in order for them to be successful. This model doesn’t necessarily fit a mold, so it allows for the teacher to modify instruction and intervention as needed.

The second evaluation model I researched was ‘Dick and Carey Model’. The reason I chose this model was because it incorporates everything within education having to work together in order to achieve the desired student learning outcomes, such as: the instructor, learners, materials, instructional activities, delivery system, and learning and performance environment. Out of all the components in this model I think “revision of instruction’ is most important. As the instructor way to many times we blame the students for not understanding a concept. All students learn differently and we must teach a concept in various ways in order to reach all of our student.

The components of the model are as follows…

-Identify Instructional Goal

-Conduct Instructional Analysis

-Analyze Learners and Contexts

-Write Performance Objectives

-Develop Assessment Instruments

-Develop Instructional Strategy

-Develop and Select Instructional Materials

-Design and Conduct Formative Evaluation of Instruction

-Revise Instruction

-Design and Conduct Summative Evaluation

Other questions an instructional design should address are…

-How can I use technology within the lesson?

-Will the students be able to self-explore and learn?

-Will students be able to measure their own growth?

-Can this be related to a real world environment?

Many school are moving towards a more student-centered environment within the classroom. A discussion that must be included within these models is the liberty to give students a greater freedom to learn and for the teacher to become facilitators. Technology is also a huge part of the change within education. Many schools now have one to one iPads for their students. The teacher and students need to know how to use technology as part of the learning experience.

Students in my classroom using an iPad during a Science lesson to research different careers a scientist could have. This lesson was later integrated with another lesson teaching students how they will be scientist within our classroom as they collect data, observe, hypothesis, and explore.

Focusing on technology and having scarce resources I would first set a goal as to how we would use technology in our classroom and how much resource I have.

Situational Leadership has a cycle of four phases.

Phase 1: Is your team inexperienced and unsure.

            Technology could be overwhelming for some. For that reason I must assess my team to know how much leadership and guidance I must provide for them to meet our goal and be successful.

Phase 2: Your team is confident but still learning.

            There will be many questions as to the proper way to implement the use of technology in the classroom. Especially if the resource is scarce, teachers don’t have enough resource for all students, or not all teachers were chosen to be part of the team. Scarcity also limits the amount of staff development provided. This is were I must be aware of which teachers need more help than others and be sure to rewarding improvements and use those who are more comfortable as mentors for other who do not feel as secure with the product.

Phase 3: Focusing on results.

            Data must be collecting throughout the process and we must assure that our goal is still key for monitoring success. A way that a teacher may be rewarded for success is by writing a proposal for more funds or resources.

Phase 4: Role of monitor.

            Teachers are helping one another to continue success and correct implementation of technology in the classroom. As the monitor I will continue to set knew goals and continue to monitor improvement amongst my team collectively and as individuals.