Week 5 Blog Post

Week 5
New Directions & Current Issues
Wilgus Burton
June 2013

1. Section VIII addresses new directions and emerging technologies for IDT. Select three of the following and reflect on how you might apply them in your current or future position in the IDT field:

    distributed or e-learning environments
    reusable design or learning objects
    networks or Web 2.0 technologies
    rich media
    digital games or simulations
    virtual worlds
What learning goals or objectives could the technologies you selected help learners foster? Could the technology facilitate attainment of that learning goal better than traditional instruction? Why or why not?

Response:

Distributed or e-learning environments:

In general, e-learning has evolved from just using technology to involving the scientific knowledge and fields of psychology, learning, and methods of education.  No longer are we just "toy doctors".
Yes, I am just as guilty as most starting in the ID field of using technology just as an aid. Powerpoints, videos, and use of the  "sage on the stage" mentality. But as my advancement through this field of ID continues, I'm finding that there's more to learning than just talking, or rather, show and tell.

In our school, we are currently working on a "student-learner" concept where the student is supposed to actually do the learning rather that the teacher being the source of all information.  This is actually a little more difficult in my present classroom situation.  I teach my classes in a Planetarium theater where students/public enter a room, sit, and see stars and learn about the Universe.  No desks, high backed tilted seats, and slightly subdued lighting.  Even I admit it's not really an ideal situation for the learning process.  There is more to teaching about the Universe than looking at the stars. Yes, that includes math <gasp!>.

So, what about YouTube? Well, some of the videos are, indeed, simple lectures in the classroom, some are workshops and talks from Universities, and some are videos from reputable stations like PBS, National Geographic, etc.  Copyright problems?  Recently, our district has ok'd the use of YouTube.  But, there are restrictions to what can be seen, and it's true that some videos on YouTube are pseudoscience or worse. Here, I have to make the decision what to use - mostly partial clips from reputable videos. 

There is an alternative to YouTube that can be used for the partial e-learning concept.  Our school district has use of the website Safari Montage ( https://www.safarimontage.com ) where we can find appropriate video clips or older full-length videos from PBS and Discovery and National Geographic.  With Safari Montage, we can pick and choose to add items and be able to place use of those clips and videos on our lesson plans.  It's a great site!

E-learning is a concept that has its advantages.  There are lots of information to choose from, but, some of that information is dreary, and questionable.  The classroom teacher has to use common sense before resorting to the E-Learning as a full-time tool.  I wouldn't recommend it.

Networks or Web 2.0 technologies:

Our school district is fully networked.  Not just email, but the use of a unique program located at our high school; we have a TV magnet program.  There is a complete TV station at Lakeview Centennial HS with a program that allows students to all aspects of video production - hardware and software, interviews, public events, and school-wide announcements.  We have the capability of having a district-wide and cable access to events, announcements, educational programming, and introducing new administrators to the entire district.  Until the facilities were built 5 years ago, I had the most expensive room in the building - the Planetarium.

The current "buzz-word" amongst teachers at Lakeview Centennial HS is Web 2.0.  We have some teachers that wonder where Web 1.0 is.  There are reluctant teachers afraid to use the newest technology and concepts associated with learning with the technology.  As an "elder" teacher (I'm nearly twice the age of some of the newer teachers) I embrace the newer concepts and technologies.  

A few years ago, I was introducing my Planetarium to a group of new teachers, when one of them asked me if I had taught at a small private school.  I said, yes, that was until 1992.  The teacher then told me his name in front of the group (including a Principal); it turned out to be one of my Math and Science students from long ago.  I really felt proud and, of course, old.  That student that I had taught Math and Science for 4 years, had become a teacher (English - but I didn't hold that against him!) I feel that I actually made a difference.  Imagine how proud I was - and this was at a time prior to PCs as being a part of the school systems.  All we had were 16 mm film and projectors, slides, and records.  The internet had not yet been publicly available. I consider that to be Web 1.0.

As a science teacher, in the classroom, I have many decisions to make about which technologies I can use with what I have available. Yes, I have computers for productions and presentations, video projectors for powerpoints and videos and conference viewing.  I do not yet have the capability for using complete video-conferencing.  It would be great for my students be able to talk with the Astronauts aboard the International Space Station.  Or to have lessons with a professional Astronomer or Volcanologist. 

One of the newer technologies is associated with the tablets and cell phones (smart phones).  It's the use of applications, or apps.  I found this neat graphic of the types of apps that can be used according to the SAMR Method:

 
"The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology".  https://sites.google.com/a/msad60.org/technology-is-learning/samr-model and http://www.hippasus.com/ .  I wonder how many of my students are familiar with or actually use some of these applications?

Of course, one of the Web 2.0 tools that are available for us to use is exactly with we are using right now - blogs.  Creating a blog turned out to be relatively easy, once I got the technical difficulties out of the way. Use of a classroom blog is starting to make sense to me.  Students, after setting up a bit of security to the blog, can log on to the class blog and review information I used for class.  If a student has missed a day, this would be a great way for them to get caught up! And, it would be a  great way for students to ask questions if they are confuse on a topic and not take away from class time. That's a path I need to get approved so that the students will be able to get to the site without it being blocked.

The use of our school network, and many of the Web 2.0 (and Web 1.0) tools are making our job a little easier at time.  Over time, the tools should be making our jobs a lot easier and more fulfilling.

Digital games or simulations:

As a teacher of Seniors, I don't really use a lot of digital games, except or an occasional use of a Jeopardy-type of powerpoint. But, I have used simulations a lot with my students.

A simulation is a way to visually show information about a particular topic that aids students that learn "better" through graphics and other visual cues. A simulation can be one of showing how clouds are formed, or how the Solar System was born and how it works today. 

I have 3 programs that are the most useful to me.  The first is called "Starry Night" from Simulation Curriculum.  http://store.simulationcurriculum.com/collections/software .
This site has all three programs that I use extensively.  These are simulation programs that are extremely well organized and useful. 

Starry Night is, of course, about Astronomy.  It is what's known as a Planetarium simulation.  With my theater (classroom) and it's 30-year old equipment, I can still show the night sky the way they can be seen from your back yard or the parking lot at the Mall. However, the system I have is also known as an analog system.  No digital components at all except for the programmed shows with slides and audio.  I had to do all the programming line-by-line similar to DOS with a touch of Windows buttons added. 

The Starry Night program allows me to add to the analog system a digital portion that I am not able to show any other way. Imagine flying out to Jupiter or through a galaxy with  the Starry Night program.  It can be done! This simulation program is a fantastic tool for teaching the Astronomy and Earth & Space Sciences classes. One drawback is that this program is extensive and therefore expensive.
 
Also, the company has now made two new software programs geared towards the Earth Sciences.  I can still use Starry Night, but now, I can show accurate, detailed simulations for the Earth Sciences. The software programs are:  "The Layered Earth Geology" and "The Layered Earth Meteorology". These simulations show what happens to causes earthquakes, volcanic eruptions, thunder storms, types of clouds, and the physics of both the Earth and sky.

There are two other Planetarium simulation programs that are free and to a very nice job of showing some of the physics of the Universe - It's great for those on a limited budget and knowledge of the Universe.  One is called Stellarium http://stellarium.org/ and the other is Celestia http://shatters.net/celestia/ . Both are free "open source" Planetarium Simulation software.  And, they allow programmers to add their own pieces to the software. And, they both have Educational Resources and additional simulations that are free as well.  I happen to know one of the co-producers of Stellarium from the company Digitalis
 http://www.digitaliseducation.com/index.html that produces portable planetariums.  One of the producers is bringing the technology and supporting hardware to an impoverished country in Africa to enhance their educational system.  This includes facilities, electric and other aspects of a school that can be introduced.

Simulation software is advancing rapidly.  Within the field of Physics, Astronomy, and other subjects, there are simulation programs that show information and techniques if there is no way for a "hands-on" approach to the learning process. I am very grateful to be in the field I am in and to be able to change the way I teach my students.  It is an exciting time to be a Teacher and an Instructional Designer (to be).


2. Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance. For each of the technologies you selected above, discuss what ethical issues using the technology might present. Does the technology enhance accessibility and accommodate diverse learning needs? How and/or can you design instruction using that technology? How much guidance would instruction with that technology require? What kinds of guidance would be necessary?

Response:

What started out in 1923 as National Education Association’s Department of Visual Instruction developed into an international system to monitor the ethics and improving learning through the use of media and technology.  Today, it is called Association for Educational Communications and Technology (AECT) http://aect.site-ym.com/ .

Of their Code of Ethics, there are 3 sections and their categories:

Section 1:  Commitment to the Individual
        - Diversity
        - Technology and Resources
        - Personal rights
Section 2: Commitment to Society
        - Representation
        - Personal Gain
        - Professional Service
Section 3: Commitment to the Profession
        - Professional Interactions
        - Research and Dissemination
        - Responsibilities related to Copyright

Distributed or E-Learning Environments:

Ethical issues that may be associated with this realm of technologies starts off with one big concern - Copyright Infringement.

I love photography and documentary videos of all subjects.  Fortunately, most of the images I  download and use are from NASA related sites that I can use freely for use in my various subject topics. I have written, by email, or phoned to other persons or companies to have the right to use their pictures in my classes.  All have said yes - especially to educators.  Other images I like, I download for my own personal use as small slideshows for myself. Not for use any other way. Occasionally, I use graphics that are available for use in classes, such as ones that I have used in this course.

Video use is another problem area.  The  phrase "fair use" is used a lot at my location and that is a small source of contention amongst teachers, librarians, and IT personnel.  From Safari Montage, we can use small video clips to help explain or expand upon a topic.  As far as full videos, we are not supposed to be using them without permission of the producers, etc.  Thus the FBI warnings.

Pirating music or videos for public or financial use is definitely out of bounds. I don't go there.  If I want to see a video for home, I can outright purchase the video and see it at home. I don't even, nor am I allowed, to show a "movie" in my classroom.

With all its potential (and problems), e-learning can be a genuine tool to utilize within the classroom.  E-learning can be a very useful too for an extremely diverse setting.  Conferencing with a person on societal  events and news, discussions with professionals, and district-wide conferences can reach a large diverse population. 

The use of videos or video clips from websites like Safari Montage reaches a large classroom with a diverse set of students.  It can be a boom to the learning process, but it can also be a burden to a teacher.  What if a chosen conference setup or video is not sensitive to one ethnic group, but ok with others?  As an ID person, I need to be aware of the type of audience that is present.  The same concept has been mentioned about an ID person having to be careful with training within a corporation; setting up training sessions relating to a particular language or ethnic group and not reaching everyone is a problem that may not be easy to rectify.

Designing instruction with e-learning is a matter of caution with both the Instructional Designer and the teacher.  So much of the e-learning concept has been misused and overly used as a substitute for the teacher.  This is where the lesson plans have to be specific about what is used and how.  Unless there is something unusual happening that was not planned, but is of significance to the topic, there should be enough wiggle-room in the planning that can accommodate the sudden use of an aspect of e-learning.  This, of course, has to mean that the individual teacher has both access to the technology and has been trained on its use.

It makes sense to me that with the new technologies that become available that all teachers need to be trained on all aspects of both the hardware and software. This responsibility falls to both the ID and the Administration.  Within our school district, each school has their own "Master Trainers".  It is their job (volunteer) to be trained on the software that is used by the district.  If necessary, the Master Trainers can guide the teacher on the use of the hardware itself, but that task is for the IT department.  If there is a technical problem with the equipment, the IT department is responsible for fixing the problem - work orders, new equipment, etc.  The bottom line is that someone is training someone else. It must work for teachers to be successful in their job.



WEB 2.0:

Web 2.0 seems to have become a panacea for some teachers.  A band-aide to fix all ills.  To others, it has become a beacon of possibilities.  In on sense, it can free up the teacher to be able to help the students that don't have access to all that the Web 2.0 has to offer, or it can aid in making the concepts easier to learn and visualize in a way that cannot be done with a chalkboard.
 
There is a risk with Web 2.0, and it also has to deal with copyright issues.  What if someone creates their own website that has exactly the same content, links, and graphics as someone else but claims it as their own?  This is a concern that bothers a lot of both teachers and ID. Giving credit or getting permission (better) to use the parts is what's necessary to remove all doubt. I know this is a massive generalization, but that concern would make me cringe.

The same problem would be with the applications that are becoming so abundant. Challenges to ownership of the app is something the legal system has to be a part of, as well.

What about reaching a diverse group of people/students?  Yes, the new applications can be ethnic specific, but most are made "for all". But language problems can exist here as well.  What app works in, let's say, Germany, may not be usable for someone here in the US - unless they speak German.  That can become an issue within the classroom.  With this issue, teachers need to know how to, or who to, go to  go to for help in that situation.  An ID person may not be the right person to help this situation. But, if the ID is working to reach a large diverse group of people, they have to be able to find that compromise that will satisfy everyone (difficult to do at times).

That scenario would be an ideal situation for the ID to go outside their realm and get an outside source (consultant) for help.  Together, they should be able to train the teacher (s) in a way that would ease the angst the teacher would have for that situation. And from their, the teacher can teach others with that same method to solve similar problems. Within a school system, I think that the idea of the ID being the only trainer, would not, or should not, be the only solution.


Digital Games and Simulations:

Digital Games and Simulations also have the copyright problem.  

How to prevent pirating. For simulations, a single person may have a license to use that software on one computer or a number of computers (2 or 3).  And some software distributors allow for the creation of a back-up copy for the purchaser.  However, it is not for the purchaser to give their copy away or to sell a copy too someone else. If that piece of software gets passed around and each person has the same "key", there may be some problems with  registering and using that piece of software.

Most school districts purchase software licenses for digital games or simulations based upon the courses and/or textbooks used.  This does require a lot of money.  In my case, I purchased my own copy of Starry Night and with a verbal agreement from the company during training, I can install it on any of my computers I use frequently.  That, however, does not allow me go get the software installed on the school servers to be used by everyone in the school. With the other two simulation programs I have, the Science department purchased them with the same stipulations.  Unless the school or district purchases the licenses to those simulation programs, they an only be used within one setting.

Now, with the two open sourced simulation software, Stellarium and Celestia, that I mentioned earlier, they can be used within an educational setting. My plans for the next school year is to get one of them and their educational resources installed on the school servers so that all my students can access the activities within a lab room setting. It also becomes available to other teacher's as well.

Once again, lesson plans need to show that the software will be used at "the given lesson times" and that the teacher has to reserve the computer labs for that purpose.  If the labs aren't available, then single-use with projection is the only way to accomplish the use of the software.  The teacher needs to be flexible.
 
Would ID be involved here?  Not necessarily. With a specified simulation software for a specific course, the ID may not know how to use it enough to explain it to other teachers.  This is where we get a "teacher trains teacher" on the software.  This frees ID up for taking care of the overall setting of the learning processes.

Diversity?  Yes!  Simulation software can reach a large population.  And if language is a barrier, then if the software is extensive, it may have different language settings that enables the software to be even more reachable.  But, what about culture?  Usually, the ID won't have much of a problem in the school setting.  How many ways can you show subduction of tectonic plates that could offend or be confusing to another culture?  

The one challenge I can see for using simulation software is that if it becomes too complicated for a learning challenged student.  It can overwhelm some students with too much information at one time.

With any piece of technology, there are both positive and negative aspects to using them.  Whether it be hardware or software, an ID needs to be able to work the technology into the system so that it becomes useable by everyone and that the information can be taught from one teacher to another if necessary.

Being flexible and using the scientific models and theories of learning will enable the Instructional Designer to be a positive part of a larger team and may become invaluable to a larger group than thought possible.  I am looking forward to my advancement into that field and the challenges it may offer.

Week 4 Blog

Week 4
Trends & Issues in IDT
ETEC 561
Wilgus Burton
June 2013
    

1. Chapters in Section V identify trends and issues in IDT in various contexts: business & industry; military; health care education; P-12 education; and post-secondary education. Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are similar or different from the IDT trends and issues in the context in which you work.

Response:

Business & Industry, Health Care Education, P-12 Education

Trends in Business and Industry: 

It is known that current concepts that have been around for awhile are that: there is expansion of industries from one country to another, reduced needed time for production, and better training of employees and clients.

Several factors that now come into play in our current era is that ID personnel need to take into account cross-cultural training. Different countries have differing views of their cultures.  What is important for one culture may be taboo in another.  Instructional Designers need to be aware of the significance of varying cultures.  In businesses, constructing materials that are or will be offensive to one culture may be legitimate in another. This is an extreme example, but a valuable one.

Designing for businesses have societal cultural factors that need to be addressed as well. The ID has to be aware of what they design and how to approach training for employees is a valuable asset for the company. In this diagram, it can certainly be complicated.

 How do learners in different cultures learn?  What may work in one culture may not work in another. Understanding how the individual learners are able to comprehend instructions for production may make or break companies - how can they hire in a location where they cannot successfully train employees?
Within an individual company or corporation, how do you reach each culture itself.  Our global network includes not only corporate locations in different companies, but each business may have differing cultures internally.  Instructional Designers have to take that into consideration.

How can a business make their item better, faster, cheaper?  Is is possible for an ID to make a prototype that works better than originally designed or is it going to be a nightmare to build?

How do you train a multicultural based workforce? And how does an ID make it possible to evaluate the production to assure the clients that it will be cost effective for them? Here, the ID needs to be able to research the request for use, ease and cost effectiveness of producing an item.

The bottom line is that ultimately, the client is the main focus of the skills of  the Instructional Designer.  Whether internally or externally chosen, the ID needs to be able to work within these constraints for success.

Health Care Education:

It is no secret that an individual's health can have an effect at the personal level and, potentially, regional and global effect. The health care system is a varied and ever-changing field. Facilities need to be able to train individuals in the latest information and tools necessary for the success of treatments.

Health care teaching is not without its risk.  The methods that are used to train the health care professionals have to be taken into account.  Use of multimedia and hands-on simulations are the two biggest concerns in the teaching of the professionals.  In addition, the ID has to take into account that some need Problem-Based Learning and some need Evidence-Based Learning.  Materials constructed for all of these may be a challenge to the ID in charge of creating them.

Of the latest concern to the Health Care community is keeping up with knowledge and keeping caught up with the newest technology and research being done.  So, the question becomes, How do you create materials for the professionals that have to work with all of these factors?

A solution to some of this type of information is with using what's known as Web 2.0 technology.  Webinars, web searches, video conferencing, email, and social media are some of the necessary tools professionals now need to use in their teaching and learning.  It is up to the ID person/department to train the Doctors, Nurses, and Administrators so that current information and technology remains current and able to be grow.
One additional concern with creating educational material for this industry is that  there are standards and regulations, locally/statewide/nationally that are occasionally an issue for training and licensing of the professionals.

Trends in K-12 Education:

Three basic types of trending ID formats:

Systems - Integrated Learning Systems (ILS)
The ILS includes hardware, software, supporting staff, and, of course, funding.  This area is focused upon the Computer Aided Instruction (CAI) and the complete network within the school or district.

Product - Computer Based Learning ( Tutorials, Drill & Practice, Educational Games, and Educational Simulations)
Products will include Computer-Based Instruction (CBI), gaming software, tutorial software, drill and practice software, and audio/visual editing software. This allows for:
    * students practice key skills and content
    * remedial instruction
    * enrichment activities
    * supplemental instruction
    * teaching material in a non-standard ("sage on the stage") method

Classroom - Technology Integration Models (ASSURE, NTeQ)
Two of the most common technology integration models are:
    - ASSURE
    - NTeQ

The ASSURE contains a 6 stage linear process that gives teachers and students a way to interact using technology.  This model provides for instruction and feedback and incorporates Gagne's Nine Events (elements)  of instruction:

Graphic from:
http://graphic89design.blogspot.com/2012/11/assure-model-of-learning.html

The NTeQ model has a 10 step approach to this model created by Morrison & Lowther.  This model was designed to be relevant, motivating and engaging with real world data.

This model utilizes and "think sheet" - a step by step approach to solving problems.

As a high school teacher, I have access to various types of multimedia tools. In addition, I have the National, Statewide, and District wide standards that are needed for guidance in creating curriculum. During the course of the first 3 weeks of school, I have had a chance to apply the ASSURE model to piece together what multimedia tools I really need for each class and topic. 

Sadly, due to the number of students at my location and the number of computer labs, and with  limited access to portable laptops, I am left with the chalk-board, powerpoint, video, and work projects to teach the students.  Within my classroom/office, I have a total of 3 computers - one for production, one for presentations, and one for a mixture of tasks during class time.  I am left with the quote from our IT department "Under no circumstance should any student have access to any of these computers". My guess it's because I have Administrator access to my computers. 

Ideally, I would like to have the capability to use BOTH the ADDIE and NTeQ concepts within my classroom.


2. Chapters in Section VI discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many? Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues? Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not?

Response:

Out of School children globally

57 million Children out of school 6% Aid to basic education
New statistics released by UNESCO show that 57 million children were out of out of school in 2011; a drop of just two million from the year before. Sub-Saharan Africa accounts for more than half of all out-of-school children and has the highest out-of-school rate. More than 20 per cent of African children have never attended primary school or have left school without completing primary education. By contrast, countries in South and West Asia have made considerable gains over the past two decades, reducing the number of out-of-school children by two-thirds from 38 million in 1999 to 12 million in 2011. 

www.efareport.unesco.org
@efareport

Source: Policy Paper by UNESCO Institute for Statistics and EFA Global Monitoring Report

Our family of Man has a huge burden and challenge. With geographical, geopolitical, religious, and economic boundaries, how do we guarantee education for all people all across our planet? Some say it may not be possible.  Ideologies differ as well as individual decisions and choices. One person cannot solve all the world's problems. Nor can one country or government. If so, the ideals of Star Trek may not be too far into the future after all.

Out of the sludge of our early Earth to the present, may cultures have survived and some have not.  We started solving our local problems locally.  We developed hunting, farming, and additional ways of surviving. And fighting. Even today, we divide our countries according to 3rd world countries and such.  We, as a species have divided ourselves into a world of haves and have-nots.Those countries that developed quickly and have grown technologically, have dominated the world stage. Challenges exist, but some can be solved.

So, how do we accept the challenge and move our species to a calmer, educated, and technologically capable state?  Culturally and politically it seems impossible.

But, as an educator, I have at least a small part to play in this world stage.  But, it may have far-reaching results.  Many of my students graduate and go into a trade or onto college.  One of my students of a very long time ago (1970's) has become a neurosurgeon. I don't know where many of my students ended up.  But I do believe that one or more of them have, had, or will have a major contribution to the educational challenges laying ahead of us. But, it starts at home and in our classrooms.

In any country, socioeconomic, or political locations, educating the future children is within our grasp. Many countries, and indeed continents, have many challenges educating their children.  Africa is one such continent.  There are children there that may have never hear of a school let alone go to one.  Many areas have basic survival skills and not much else.  Teachers are not doing much better either.  In many places, those that become teachers, teach only basic skill necessary for the villages survive.  So, how do we change that?

Robert Reiser said "design for learning is in the first place a huge effort of solving complex problems of which learning is a significant, but usually, not the only, dimension" (Reiser & Dempsey, Trends and Issues of Instructional Design and Technology, 3rd edition, 2012, page 233).  He further adds that the question "What is Learning?" is not such a simple answer.  It may depend on the culture or individual. 
An Instructional Design individual needs to pay close attention  to many details on both the microscopic level and macroscopic level.  

Details to culture, beliefs, politics, and personal preferences may impact corporations, towns, cities, or even communities in the middle of the interior of Africa. Interaction with peoples of every part of our planet is a necessity for our species to survive its technological presence (yea, Dr Carl Sagan). Maybe, someone that is now just being born will have the technological know-how to solve water shortages, drought, weather challenges in the future.  They just have to keep learning. 

Do our current learning methods, skills, technology and curriculum help foster the knowledge to solve complex problems needed for our survival? Personally, I'm optimistic. Over the past 16 years of being in one location, but only 3 of them directly in the classroom setting, I have seen teacher moral wax and wane (sometimes severely), student moral rise and fall, and student morals and attitudes change.
Lately, I've noticed that there is more of a ME attitude and one of getting things done quickly or by somebody else. And blaming someone else for the student's lack of initiative. High School Teachers are blaming the Middle Schools, and they, in turn, blame the Elementary Schools.  All are blaming the home situations as the problem. Different students bring with them economic worries, social worries, or family challenges to school.  Apply those factors plus the educational workload some  of them have, you can understand why some students have a certain degree of negativity with themselves and their futures. 

As an educator, I think it is possible that despite the challenges we face in the classroom, if we can work with the students, we can make a difference.  The National, State, and District standards are there for us to use to ready our students with a well-rounded education that might just give other persons, communities, cities, and countries a chance to survive. With our emerging technologies, and those of us willing to fill in the gaps of knowledge, students just might surprise us and make a difference after all.

What about using ideas from Europe and Asia here in the U.S.?  Japan and S. Korea and two Asian countries that have created a mind-set that we need to investigate.  Korea, its businesses, schools, and government, supports education and those in the Instructional Design area.  They view education as a necessity for building a better country and world.  Schools have more structure, students have more respect, and their ancient cultures all work together to create a sense that "they know what they are doing". Economically, Korea is blossoming while the US and other countries seem to be floundering. 

Students view their education as a way to advance research with a belief that their work will mean something.

Europe is a slightly different story.  Culturally, they have their own beliefs and customs. The countries in Europe and small, and extremely multicultural and have multiethnic, multiracial, and a multilingual backgrounds.  Each of these are challenges that are, at times, difficult to work with. 

Instructional Designers have more of a challenge with their ideas and tasks.  E-Learning is becoming a big factor in learning, both in education and in industries.  Why?  It seems easier to create something "for the masses" that can be translated and passes around to other places without the need for a specialized department that has to work with the multi-faceted types of individuals and companies. 

In Europe, and indeed in the US, there seems to be a slight trend (historically and currently) towards the Behaviorist ideas of learning.  The ADDIE methodology is waning or non-existent in some countries. E-Learning and learning off the internet is popular, but not structured enough for everyone to be on an even playing field. What one location likes may be taboo for another location. Rigor and Relevance is not controlled well with on-line education (except for ETEC schools!). Technology in Europe and even the US is not available for everyone and with the current economic situations, it may be that way for a little longer than is expected.

Sadly, in some places in Europe and in the US, there seems to be a trend towards "Infantilism" or the dumbing-down of education.  Is this because of the lack of technology? Or is it because of culture and economics? Or is it because personal education is not supported locally?  It seems that there is always a band-aide fix to the educational system in both Europe and US.  Perhaps it is up to the Instructional Designers to make the changes needed for learning to occur globally, successfully.  Maybe an ID Union?

Week 3 Blog

Week 3
Evaluating Programs & Human Performance
ETEC 561
Wilgus Burton
June 2013

All too often instruction is developed with little thought as to how evaluation of learning or the effectiveness of the instruction will take place. When evaluation is considered on the front end of the instructional design process, it is often limited to evaluating whether the instructional design is more effective than traditional methods.

For this week's reflection activities, I would like for you to concentrate on the following:

    Chapters in Section III discuss evaluation in instructional design and provide you with three evaluation models: CIPP, Five-Domain, and Kirkpatrick’s Training Evaluation model. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

Response:

I chose 2 evaluation methods based upon Robert Claser and Meg Ormiston.
Robert Glaser (January 18, 1921 – February 4, 2012) was an American educational psychologist. His evaluation concepts were based upon 2 factors, or two types of evaluations:
 
1. Criterion-Referenced Assessment   
2. Norm-Referenced Assessment

Criterion- Referenced Assessment is a simple right/wrong type of Assesssment.  It is based upon the domain of subject matter that the test is designed to assess.  In other words, a class of students takes a test on, let's say, formation of the Earth.  There are a certain steps or stages that are  hypothesised  that are needed for a proto-star  needs to go through to make a star and its planetary system.  If a class is asked to list the stages, in order, everyone's answers are either right or wrong.  These are based upon either on the textbook or teacher's given information. Just a simple yes or no answer.  This is an example of what Bloom's ideas of the lowest type of learning:  knowledge or remembering.

Norm-Referenced Assessment is a slight variation upon the Criterion-Referenced Assessment.  The N-R Assessment gives the same type of test, but now, the scores are based upon not being right or wrong, they are being assessed on how they compared to, let's say, the rest of the class.  Student A did better than student B, but not as well as student C. This test just determines if a student correctly answered more questions compared to other students in the class. This is also termed as "grading on the curve".

Meg Ormiston is a proponent of Authentic Assessent -  the measurement of intellectual accomplishments that are worthwhile, significant, and meaningful, as compared to multiple choice standardized tests.
This type of assessment tends to focus on  what's termed "contextualised tasks" where students demonstrate their competency in a particular authentic setting.  This assessment focuses on three types of "settings" for testing:

1. performance of the skills, or demonstrating use of a particular knowledge
2. simulations and role plays
3. studio portfolios, strategically selecting items.

Ormiston says "authentic learning mirrors the tasks and problem that are required in the reality of a location outside of the school setting", Ormiston, Meg (2011). [Creating a Digital-Rich Classroom: Teaching & Learning in a Web 2.0 World. Solution Tree Press. pp. 2–3.]

At our high school, we currently have two skills-type of courses: welding and body-shop.  During the course of a couple years of taking welding, for example, a student can progress enough that he/she may be willing to take a test that determines skills needed to become a welder as an occupation.  They may take their licensing test (usually in 11th or 12th grade), and if passed, the student has become a certified welder.
As a teacher that teaches elective-type classes, my evaluation processes tend to fall under the Criterion-Referenced Assessment.

    Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. Should return on investment and management of resources also be considered in evaluations of instructional programs? What other measures should/could be considered?

Response:

The main goal of an ID (Instructional Design) model or process is to construct a learning environment in order to provide the learners with the conditions that support the desired learning processes. An overly simplified way of putting this is (for some students) "you teach, I'll learn".  Actually, it is not as simple as that. What are you going to teach? Are there broad topics that need to be covered? Are the topics based across the curriculum of the school or business?  How are the assessments going to be accomplished? The ADDIE concept is one way to design and implement methods of learning and evaluation.

Two additional methods are generally taken into account:  Analysis and design.

An advancement to the general concept of Instructional Design is a much more broader reference known as Instructional System Design (ISD). there are 5 measures that are used:
1. analysis
2. design
3. development or production
4. Implementation or delivery
5. evaluations

A concept graphic that can show ISD is:

Here, both formative and summative  evaluations are performed to measure the success of the ISD process. Return on Investment is a useful concept that can determine if a business profits or fails.  In a business,  If during the process of testing the overall system or products, any determination that a part isn't working may make or brake the business.  Would customers be happy or will they go elsewhere for business?  Each step of these five parts if the ISD is crucial to survival of a business.

Education, on the other hand, is slightly different - but not by much.  Here, graduation may be considered the school district's return on investment.  In any school, the district/state makes a determination of what it costs to educate a student.  Based upon many factors, such as socioeconomic conditions, the educational district needs X amount of dollars to teach a student. And, a student's challenges may help determine his/her ability to learn the general curriculum (or be main-streamed). Or, is there another system for evaluating the student's performance based upon other challenges (physical or mental)?

Based upon a state-wide system (TEA) for education, there are guidelines set up for each school to follow for the advancement of students. These guidelines may have adjustments that can be made for the path that a student may want to follow (college readiness, service oriented, etc). A curriculum is designed as a standard for the success of each student. And if successful, by what ever means of design and assessment, the student will graduate.

If in a business, all all areas of that business are assessed, its success is measured by its return on investment.  It can either thrive or go out of business.


    Section IV focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning. Not all problems in learning and/or performance require an instructional one. Many times a non-instructional approach is a more appropriate solution. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. Would better performance support systems, knowledge management systems, or opportunities for informal learning solve the problem?

Response:

Student's hate tests.  Well, some do.  I hear that alot.  Also, "when am I ever going to use this"? These are some of the problems I have with students that are placed in my classes when there's no other place to put them.  They have all their requirements or are finishing them in addition to  my classes. The students are Seniors.  They are ready to get out of high school.

Some of the students are going on to college, military, or into a trade. What ever the reason for being in my class - even those that really want to be there, I have a set of curriculum topics to cover.  I tell all my students that "our job is to not only give you information and evaluations that you need to master so that you can move on. We have to prepare you for a part in the world stage which means that we want to give you a well-rounded education, not for that to which you want to move into, but so that you can become an active part of society.  In doing that, you won't look like a clown to others around you if you don't know about topics in the news and certain things related to those topics".

There are other ways to educate students.  One example I mentioned above is that we have a Welding Certification Program at our high school.  That is hands-on and directly  related to a trade.  Throughout history, most people learn their trade through apprenticeships (like Ms Ormiston's Authentic Assessment concepts listed above). An apprenticeship takes a lot of time - many years at times. This is Authentic Learning.



Informal Learning is another way to educate students that are reluctant to, or don't care to, learn material for which they are placed in your care. One example to which this can be a positive step for many students is through field trips.  A place outside of the general learning environment that is related to your subject.

For Astronomy and Earth Sciences, if finances weren't an issue, field trips to a NASA facility or to an observatory, or to an all-night observing session or to an anthropological/archaeological dig, or even to a museum can get many reluctant students into learning their given subject. They may not know they are learning, but the majority of the time, they do learning something. Without the finances, my students are religated to taking on-campus trips such as night observing sessions in the parking lots, or local stream bed digging and measuring, weather and cloud observations.  These are fantastic ideas, but they cannot encompass everything on a particular subject.

 Both performance support systems, and knowledge management systems can play a role into some student's advancement.  Performance support systemsf can be something like a behavior modification program where students are placed into a temporary learning area not within the classroom.  These students' placements may be from too much talking, causing a disturbance in the classroom, or even worse where the student is placed or taken off campus.  A simple knowledge management system my be a private tutor or a educational facilitator that stays with the student to make sure they are learning, concentrating on the subject, behaving or falling asleep.

There are many ways for students to learn.  And, as a result, there may be many different means by which the learning presentation and processes may be evaluated.

Graphics from website:   http://www.nwlink.com/~donclark/index.html

Week 2: Theories & Models of Learning & Instruction

ETEC 561

Wilgus Burton

June 2013

Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

RESPONSE:

In the text, Reiser/Dempsey, page 36, “learning can be defined as a “persisting change in human performance or performance potential (Driscoll, 2005)”  and further defined as “how it is thought it is thought to occur (Driscoll, 2005)”.

It seems that I can to out on a limb and say that the difference between epistemology and instructional methods or theories is or can be analogous to a file cabinet and the files in that cabinet.  The epistemology aspect would be the file cabinet – an “all-encompassing” concept with the instructional methods or theories would be the files.

The thinking that instructional methods or theories as being etched in stone is not quite realistic.  Psychology has gone through many changes over the years; B.F. Skinner's behavior theory and on to Cognitive Information Processing Theory,  Schema, Cognitive Load, Situational Learning Theory, Gagne's Theories of Instruction to Constructivism. Those "theories" are methods (models) of the overall blanket of Epistemology of Learning.   As technology advances, and newer ways to collect data, these theories may change over time.

2. Chapters in this section discuss three contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.

Response:

At this point in time, I think of myself as a Contextualist.  As a Teacher in a non-core (elective) science, I think that learning within the classroom is the content  that relates to the subject matter. The four parts of a Constructive theory is that:

"1) we should engage learners in activities related to the subject matter being taught
2) Provide for the collaboration and the opportunity to engage multiple perspectives
3) Support learners in setting their own goals to regulate their own learning and
4) Encourage learners to reflect on what and how they are learning" (Reiser and Dempsey, 2012).

The historical aspect of the Constructive theory is based on the findings/theories of John Dewey and Jean Piaget where inquiry and assimilation are the key factors. Currently there is a movement of combining the aspects of both  positivist and contextualist views.  As we move towards a more technological classroom environment, the learning environment (teachers and  students) are beginning to take on the epistemology of the Constructivism.

Looking back over my childhood, in elementary school, I realize that there was a major shift between positivism and constructivism.  Growing up, we had to learn, through rote memorization math tables, terms (spelling and definitions), history, and science - positivism.  Later, we had to start to put them to use.  My conflict there was one of being used to rote memorization towards constructivism.  We weren't taught how to use the memorized information.  We had to figure it out as we went along.  I still have a problem with that.

However, now, I have that built-in concept of assimilation of information, but, with a new appreciation of "learning the basics".

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation? 

Response:

Problem-solving is a standard of math and science, figuratively and literally. It does go beyond those two general subjects, though.  With the viewpoint of a Science Teacher, I see both perspectives.
From a behaviorist point of view, where we learn from experiences.  We do homework, lab work, classwork, and tests and we get a grade. Whether or not  it is a from a Bloom's category of simple knowledge to a more complex area of evaluation..

Here, the better response to "learning" the content gets a positive response (good grades) and the lesser grades get a less than positive response - Sounds like Pavlov.

From a constructive perspective, it becomes a bit more complicated.
 
Students come from different types of backgrounds; good and bad (my subjectivity). Each student has their own style of learning and each has their environment that may affect there general knowledge and evaluation of the subject. Their previous skills in facilitating their synthesis and evaluation of differing types of problems that exist for them personally will and can be challenging.  Their environment and future job aspects can interfere with the type of situations that they are capable, or willing, to solve.

Whether or not they believe they will ever use "it", will go into the mix. For a high school senior, their future ambitions may determine their willingness to solve one type of problem as opposed to another type.  A student going into welding will determine how they solve a problem related to biology as opposed to the chemistry of welding gases. In my direct experience of teaching Astronomy, students with an interest in something other than Astronomy will, or not, solve the literal-types of problems as opposed to the more abstract problems.

Week 1:  Defining the Field

ETEC 561

Wilgus Burton

June 2013

 

 

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology? What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?
Response:

This course is listed as ETEC 561 - Educational Technology.  For the past several years, I have been under the impression that Educational Technology involved designing curriculum content that can supplement concepts through the use of current and past technologies within the classroom.  Until recently, just prior to this course, I had begun noticing a slight change in that idea. 

As a Teacher within a local school district, we have Professional Development that utilizes the concept of PLCs (Professional Learning Communities).  Each Department (Science for example) has different courses whose curriculum do not necessarily overlap.  So, we have these "separate communities" like Biology and Astronomy and Physics, and Chemistry.  Within each community, there may be one or more than one teacher teaching a singular subject.  It is within these little communities where the overall subject curriculum is developed for each course such that all Teachers that teach each subject will be following the same curriculum. That makes sense. It is hoped that each Teacher teaching, say Physics, have access to the same technology that can be utilized for that course. 

But, not all Teachers are "created equal".  Some may be very comfortable using newer technology; while other's still hold their ground and stick with the text-and-chalkboard methods of teaching.  So, my first idea that Educational Technology was meant to be strictly used within the classroom. With the implementation of the PLCs, that viewpoint has changed. Dramatically!

The definition currently used by Reiser and Dempsey from the AECT (Association for Educational Communication and Technology) is "Educational Technology is the study and ethical practice of  facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (AECT, 2008; Trends and Issues in Instructional Design and Technology by Robert A Reiser and John V. Dempsey, 3rd Edition, 2012, page 4). Compared to previous versions as laid out in this first chapter,  this is a much better and clearer idea as to what Educational Technology should be.  According to the current ACCOUNTABILITY trend, this fits nicely.

In the district I teach in, accountability is a major factor into how we approach making new, and revising,  our curriculum, teaching, and discipline methods. It is understandable that this be taken seriously in today's judicial-happy society.  In this new definition, the first thing that struck me as needed is "the ethical practice ...".  Some school districts are conservative, some are moderate, and some are more liberal (no political statement intended here).  The social-economic, ethnic, and racial make-up of the districts work into the mix here as well.  The school districts have to be held accountable for the education of each student regardless of  the student's capabilities. The districts have to  also be constantly aware of each students potential, challenges, and goals for the educational systems. The general idea of  "the ethical practice of..." will be approached differently for each school district and the values of the local community of each school.

The remaining part of the definition fits exactly what my understanding of what Educational Technology should be.  But now, this is a two branched concept; one for the classroom use and the other for Teacher development.

The first "branch" is that of direct use within the classroom itself.  How can the Teacher make a concept more exciting instead of being the lecture-of-the-day type?  What else can be done to excite the students into learning the concepts without them being bored or falling asleep?   This can partially be addressed with some sort of non-chalkboard methods.  Using powerpoint presentations is one way (without them getting the feeling of "death by powerpoint".  A change is to get the students involved into making their own powerpoint presentations for a topic.  An example of this idea is one that I have used in my Earth & Space Sciences classes.  During the sections of Meteorology, I make up a set of cards (3X5 inch) with a different topic related to atmospheric phenomena (rainbows, sundogs, etc.) that can be seen by anyone.  The students draw 1 card out of a hat, box or something that they cannot see what they are choosing.  Each card has a different topic, so no two students will have the same topic.  Their task is to research their topic and create a short powerpoint or video presentation for the class to see.  The students have a set of concepts to include in their presentations as well as a rubric for them to follow to see just how well their presentation should be.  Unless "senioritis" has set in, this is a nice chance for the students to be the Teacher. 

Since my classes are in the Planetarium, my Astronomy classes do the same, but with different constellations to research.  Then, on the due date, each student will point out their constellation in the theater the way they would see it in the real night sky.  Both of these activities are very popular with the Seniors, and a great way for them to become familiar with uses of technology other than social  media technology.

Both of these two types of activities fit the rest of the definition very well.  Except now, the student becomes the one in charge of the use of technology use for a concept.

The other "branch"  for this definition to work is directly related to the Teachers and administrators themselves.  How can the Teachers be trained to use new technology (hardware and software) that can enhance their teaching processes?  How can additional professional personnel be taught to use the definition directly? "Using and managing appropriate technology" has to be addressed during Professional Development days and during PLC meetings.  Perhaps this branch should be called " Teachnology..." since it works with the Teacher training of new and changing technology as well as other professional personnel.  This is also where a type of change to the  name from Educational Technology / Instructional Design for Technology should be two separate types of the use of technology within the educational system.

The current (2008) definition of Educational Technology fits nicely into the educational system I know. Compared to earlier definitions, it fits well to our current educational and societal trends that we currently utilize for the benefit of our students AND faculty.



2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.
Response:
 
As I understand the question, the 6 characteristics of Instructional Design, based on the 2008 definition, are: student centered, goal oriented, focuses on meaningful performance, outcomes can be measured in a reliable and valid way, empirical iterative and self-correcting, and typically a team effort.

As mentioned in the first question's response " A change is to get the students involved into making their own powerpoint presentations for a topic.  An example of this idea is one that I have used in my Earth & Space Sciences classes.  During the sections of Meteorology, I make up a set of cards (3X5 inch) with a different topic related to atmospheric phenomena (rainbows, sundogs, etc.) that can be seen by anyone.  The students draw 1 card out of a hat, box or something that they cannot see what they are choosing.  Each card has a different topic, so no two students will have the same topic.  Their task is to research their topic and create a short powerpoint or video presentation for the class to see.  The students have a set of concepts to include in their presentations as well as a rubric for them to follow to see just how well their presentation should be.  Unless "senioritis" has set in, this is a nice chance for the students to be the Teacher",  these two activities work the entire list of Instructional Design within the classroom., even the last (team effort).

The concept of  Students as Classroom Teachers is a form of peer teaching.  This can be summarized nicely from the website " http://www.soundout.org/teaching.html " . Peer teaching gives each student a chance to shine showing their capabilities and knowledge of a self-learned (by random choice) topic. This shifts the task from the Teacher teaching each individual concept and through self-learning, the students teach their topic. The goal is for the student to learn not just the information, but the actual presentation aids each student with skills that could be enhanced through their further education or workplace skills.  This creates a greater feeling of self-confidence while they do their individual research as well as during their presentations, the use and experience gives a meaningful action to their learning and performance.  This not only improves the student performance but  potentially helps improve the student's future classroom learning. The idea of each student creating their own presentation, presenting it, and during practicing it helps in aiding the student through the technological processes of building a presentation.  Through using the goal list and rubric, each student knows what type of material is needed to reach a measurable presentation (grades).  Granted, some students will need some assistance as they proceed with their presentation  skills and thus becomes a way for the student to self-correct their presentation for the class to see.  As far as a team effort, it can be utilized as a way for the students that are more technologically proficient  to aid those with less technological skills in completing their presentations. Again, this leaves the Teacher free to watch and guide the students toward a productive project.

The same concept can be extended towards the faculty and additional staff during in-service and PLC sessions. The use of classroom Teachers for in-service training is an additional boost to a Teacher's confidence as well as a learning potential whose information can be passed on and built upon by additional faculty and staff for their PLC groups.

3. In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?
Response:

Instructional media, in the most basic and literal sense, is the physical aspect of delivering information to students (school, businesses, etc). This includes, but not limited to, projectors, videos, audio tapes, radio, computers (including tablets, cellular devices), but excluding Teachers, chalkboards, and textbooks. Instructional Design is how technology is used for education, businesses, military, etc.

Perhaps the separation discussed in the textbook (ID&T by Reiser and Dempsey) is based upon the 1970 concepts laid out by the Commission on Instructional Technology. The exclusion of Teachers, chalkboards, and textbooks may be kept separate, in my opinion, because of historical reasons.

In the earlier times of Socrates, Aristotle, Pythagoras, Eratosthenes, Ptolomy, and Hammurabi (~ 1772 B.C.), education began as stories used to explain the unknown to children.  As time passed, and organized writing began (Egyptians, Hammurabi, etc), education had to be more than just stories passed down to the younger generations. As a large network of communication began from city to city and country to country, writing became a way for those in power to discuss business transactions, treaties, and manage local inventory of food, tools, animals, and taxes. For people to succeed in this manner, tools were developed to explain what is to be taught and understood.  This eventually went on to be a tool for developing and explain abstract concepts such as geometry, geography, mathematics, and philosophy (science).  A further advancement that became useful was the invention of tablets (rocks), paper, and eventually books.   Today, we use all of these teaching methods despite new advances in technology. 

Despite any new technology, we still need to fall back on the Teacher, chalkboards or whiteboards, and textbooks in the eventuality of some sort of technology-based failure.  It appears that the use of the Teacher/chalkboard/textbook, due to historical development and ease of use, will always be a necessity for education, businesses, research and even to teach Teachers. 

I would say that the use of Teacher, chalkboards, and textbooks (TCT) is a necessity for both Instructional Media and as a tool for Instructional Design. But, with the historical aspect of using tools to explain concrete and abstract concepts, it makes sense that the use of Instructional Media has to be a tool to be incorporated into Instructional Design.  With the changes of technology, the use of new Instructional Media, along with new methods of teaching (Bloom, Gagne, Skinner and others) has to be incorporated into the classroom through the development of curriculum, PLCs, In-service days, and personal use for education to advance to a higher level.








Ok.... Still trying to get this working.....

Ok, this is a test......

Just a quick sneak at one of my favorite astronomical objects from the Hubble Space Telescope.....