WELCOME

Our ApproachOur Presentation

Description of EnvironmentTeam PracticeDebrief of Team PracticeDiscussion of K-12 CompetenciesDiscussion of Higher Education

Competencies

Our Conclusion

THE WIZARD OF ID

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

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

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

State/Division/District Personnel Students and Parents Content Experts Professional Organizations

LEARNERS

Yourself Learners Community Media Content Providers Higher Education

STAKEHOLDERS

Government Programs District Programs

[Professional Development/CRC]

Site Specific Collaborative Effort Private Sector Development

PROJECT TYPES

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

K-12 PRACTITIONERS

Directors of Technology Technology Coordinators Curriculum Specialists Resource Teachers Classroom Teachers

TODAY’S PRACTITIONERS IN ED TECHNOLOGY

Director of Technology and Technology Coordinator Teachers with Technology

Interest Tech Heads Consultants/Salespeople IT Trained Personnel

Universities/Colleges Continuing Education Distance/Virtual Education Private Sector Education State/Local Professional

Development

HIGHER EDUCATION

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

Students Higher Education Admin/Faculty Researchers/Specialists Professional Colleagues Funders/Grantspersons General Public

LEARNERS

YOURSELF See above Community Government Agencies & Officials Private Sector

STAKEHOLDERS

? How do we

get there from here

PATH TO RESOURCES

Professors of IT/ID University Administrator Researcher Learning Designers Instructional Technology Manager

PERSONNEL

Which leads us to:

What kinds of skills will I need to function in these capacities?

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

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

RESULTS

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…

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

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

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)

“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

“How To” “How Can”

Program examples:

Connected University from Classroom Connect, Inc.

PBS TeacherLine

Tapped In

TaskStream

Snacks by Tech4Learning

(more on our website)

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

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

SKILLS ADDRESSED TROUGH COURSEWORK

Comparison of program coursework revealed 3 broad areas of focus:

1. Instructional Design

2. Learning Theory

3. Research Methodology

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.

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.

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.

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.

Conclusion/Questions