Introduction
When I started teaching in the fall of 1999, I was so excited and anxious to translate mathematics to teenagers. Without having any time as a student teacher I jumped right into a classroom and taught Algebra 1 and Basic Algebra full-time. Thinking back on my strategies and goals, I cannot help but scoff at myself. While my motivation and drive was high, the effectiveness and substance of my teaching was low, lacking key ingredients necessary for student success. As the years progressed I learned and implemented new strategies.
One of my unique qualities that set me apart from my colleagues was my appreciation for integrating technology in the classroom. I continuously researched the Internet to find innovative ideas on how to teach topics like systems of equations or geometric constructions. While I found helpful lesson plans and great ideas, I still did not know how to connect my students with math concepts beyond the textbook. In the spring of 2008, less than a year after the birth of my second child, I received an email from San Diego State University regarding this new online masters program in educational technology. There was no better option for me. This program not only offered courses that reached my interest, it was offered entirely online allowing me to stay home with my children. Without hesitation I applied immediately and soon thereafter started my journey through Web 2.0, web design, analysis and more. While this journey has been challenging and time consuming, I have gained invaluable knowledge that can finally help me reach students the way I imagined in the fall of 1999.
My initial interpretation to the degree title “Educational Technology” was that I would be learning ways on how to use technology in education. After my first class, EDTEC 540 with Jim Marshall, I felt stunned, excited and anxious because I discovered that my original expectations for this program only touched the surface. I would be going way beyond website design and PowerPoint presentations. I would be trained on how to become a professional problem solver who utilizes technology.
One of my unique qualities that set me apart from my colleagues was my appreciation for integrating technology in the classroom. I continuously researched the Internet to find innovative ideas on how to teach topics like systems of equations or geometric constructions. While I found helpful lesson plans and great ideas, I still did not know how to connect my students with math concepts beyond the textbook. In the spring of 2008, less than a year after the birth of my second child, I received an email from San Diego State University regarding this new online masters program in educational technology. There was no better option for me. This program not only offered courses that reached my interest, it was offered entirely online allowing me to stay home with my children. Without hesitation I applied immediately and soon thereafter started my journey through Web 2.0, web design, analysis and more. While this journey has been challenging and time consuming, I have gained invaluable knowledge that can finally help me reach students the way I imagined in the fall of 1999.
My initial interpretation to the degree title “Educational Technology” was that I would be learning ways on how to use technology in education. After my first class, EDTEC 540 with Jim Marshall, I felt stunned, excited and anxious because I discovered that my original expectations for this program only touched the surface. I would be going way beyond website design and PowerPoint presentations. I would be trained on how to become a professional problem solver who utilizes technology.
Ideas Shine Through
This then leads me to a few models and theories that I have grown to love. Passionately and whole-heartedly I will apply these loves into my career as an educational technologist. Having to narrow this selection down to three was a difficult process for me because I found so many of them useful and relevant to my teaching career. My final list, however, is comprised of tools that are steadfast, substantial and loyal. Albert Einstein said, “Bear in mind that the wonderful things you learn in your schools are the work of many generations. All this is put in your hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully hand it on to your children.” I plan on doing just that with my loves, sharing them with my students, my children.
The principles and models that have merged into my mental fabric are: The Systematic Process to Designing Instruction, Models for Instructional Design, and Web 2.0 Tools.
Systematic Process to Designing Instruction
In order to create a reliable and effective learning module, whether it be for classroom instruction or commercial training, it must have a firm foundation. This foundation is made up of clear, measurable objectives. If the learner and the instructor know what is to be expected, focused learning can take place. This involves researching the audience, the material and the means of delivering that material. According to Robert F. Mager’s book Preparing Instructional Objectives (1997), “An objective is related to an intended outcome of instruction, rather than the process of instruction.” The goal is to focus on the result of an action. This result may be for students to solve a quadratic equation by completing the square or even to complete their homework using a pencil. Before this program, my objectives included words like understand, appreciate and know, all of which support an invisible action. While writing instructional objectives was introduced in EDTEC 540, it wasn’t until EDTEC 544 that I became more comfortable creating performance-based objectives. In this course I created the design document for my instructional package on the applications of conics sections. (See the Principles, Theories & Models Artifact). At the completion of this project each lesson had a measurable objective that clearly stated who shall complete the action, what the observable action was and to what degree the learner would complete that action. Luckily I was able to use this package with my algebra 2 students this year. Because of the unambiguous wording of the objectives, time was saved in the delivery of the instruction and students had more time to complete their projects.
Models for Instructional Design
Once the objectives are written, the next step is to establish the path on how to reach that objective. Two of the most effective instructional models I learned through this program was Gagne’s Nine Events and John Keller's ARCS model. While I did practice some of these steps prior to learning about these models, I found that these templates allowed me to be consistent and maximize the learning results of my students. I used Gagne for both my instructional package in EDTEC 570 and my learning module in EDTEC 795A. One of the most profound steps I did not consistently practice was to gain the attention of the learner and to provide them with relevance by recalling previously learned material. Previous to learning about Gagne, I would go directly into instruction, attracting only students who already showed a mathematical interest. I have learned that showing students previously learned material builds their confidence and in turn, builds their interest and ultimately builds their level of knowledge. As for grabbing their attention, I have done some quirky activities in my class. I have created my own rendition of the quadratic formula set to the tune “Lean On Me”. I have even swiveled a hula-hoop around my waste to demonstrate circles and ellipses for a conics lesson. Using Gagne has catapulted my classroom from being dull with vague expectations to being engaging with defined objectives.
What has helped me to gain the attention of learners and provide them with relevant material is the ARCS Model by John M. Keller. His model provided helpful tips on how to motivate learners; more specifically it focused on attention, relevance, confidence and motivation. As a teacher, one of my goals is to inspire my students. I want to create a desire to learn mathematics. Not only does Keller provide ways to grab attention of the learner, he also supplies methods on how to sustain it. I need to focus on the way something is taught versus what is taught. According to Keller (1997), "The use of experimental learning activities and other methods that require the learner to do problem-solving provide situations in which the learner has to exercise personal control to succeed." Regardless of the magnitude of the success, it is necessary to maintain motivation and positive learning.
Web 2.0 Tools
My utmost favorite subject matter I have encountered in the EDTEC program was the use and benefits of Web 2.0 tools. These applications vary from the collaborative tools offered by Google to the instant notifications people can receive through sites like Twitter and Facebook. From completing the Personal Learning Network (PLN) reports in EDTEC 570, I have learned about augmented reality, the impact of Twitter and world events, and a variety of educational webinars. Previous to EDTEC 570 I would spend hours trying to find information by browsing the Internet. Now, I can simply access my Google Reader and read blogs regarding technology in the classroom, teaching techniques or even the local news. What I read all depends on what I decide to subscribe to. In addition to utilizing Web 2.0 tools to collect information, these tools have also proved themselves valuable when it comes to collaboration. Learning how to work with colleagues and create presentations and products regardless of the physical distance between us has been the golden nugget for me with this program. In EDTEC 795A, I used Google Documents and Skype weekly in order to better communicate with my group. These communicative tools maximized our potential and helped us to create a high quality product. In EDTEC 541 used a Content Management System (CMS) called Weebly to create a website for my husband's business. On this site are videos, photo galleries, a blog and a networking widget: all Web 2.0 tools. I now use Weebly to manage my classroom website. I share presentation slides, worksheets, video tutorials and pacing guides. The website has been extremely useful for improving my communication with students, parents and faculty. I have shared these techniques with other teachers at my workplace and most, if not all, of the math teachers in my department are using a CMS like Google Sites or Weebly to host their own classroom web page.
The principles and models that have merged into my mental fabric are: The Systematic Process to Designing Instruction, Models for Instructional Design, and Web 2.0 Tools.
Systematic Process to Designing Instruction
In order to create a reliable and effective learning module, whether it be for classroom instruction or commercial training, it must have a firm foundation. This foundation is made up of clear, measurable objectives. If the learner and the instructor know what is to be expected, focused learning can take place. This involves researching the audience, the material and the means of delivering that material. According to Robert F. Mager’s book Preparing Instructional Objectives (1997), “An objective is related to an intended outcome of instruction, rather than the process of instruction.” The goal is to focus on the result of an action. This result may be for students to solve a quadratic equation by completing the square or even to complete their homework using a pencil. Before this program, my objectives included words like understand, appreciate and know, all of which support an invisible action. While writing instructional objectives was introduced in EDTEC 540, it wasn’t until EDTEC 544 that I became more comfortable creating performance-based objectives. In this course I created the design document for my instructional package on the applications of conics sections. (See the Principles, Theories & Models Artifact). At the completion of this project each lesson had a measurable objective that clearly stated who shall complete the action, what the observable action was and to what degree the learner would complete that action. Luckily I was able to use this package with my algebra 2 students this year. Because of the unambiguous wording of the objectives, time was saved in the delivery of the instruction and students had more time to complete their projects.
Models for Instructional Design
Once the objectives are written, the next step is to establish the path on how to reach that objective. Two of the most effective instructional models I learned through this program was Gagne’s Nine Events and John Keller's ARCS model. While I did practice some of these steps prior to learning about these models, I found that these templates allowed me to be consistent and maximize the learning results of my students. I used Gagne for both my instructional package in EDTEC 570 and my learning module in EDTEC 795A. One of the most profound steps I did not consistently practice was to gain the attention of the learner and to provide them with relevance by recalling previously learned material. Previous to learning about Gagne, I would go directly into instruction, attracting only students who already showed a mathematical interest. I have learned that showing students previously learned material builds their confidence and in turn, builds their interest and ultimately builds their level of knowledge. As for grabbing their attention, I have done some quirky activities in my class. I have created my own rendition of the quadratic formula set to the tune “Lean On Me”. I have even swiveled a hula-hoop around my waste to demonstrate circles and ellipses for a conics lesson. Using Gagne has catapulted my classroom from being dull with vague expectations to being engaging with defined objectives.
What has helped me to gain the attention of learners and provide them with relevant material is the ARCS Model by John M. Keller. His model provided helpful tips on how to motivate learners; more specifically it focused on attention, relevance, confidence and motivation. As a teacher, one of my goals is to inspire my students. I want to create a desire to learn mathematics. Not only does Keller provide ways to grab attention of the learner, he also supplies methods on how to sustain it. I need to focus on the way something is taught versus what is taught. According to Keller (1997), "The use of experimental learning activities and other methods that require the learner to do problem-solving provide situations in which the learner has to exercise personal control to succeed." Regardless of the magnitude of the success, it is necessary to maintain motivation and positive learning.
Web 2.0 Tools
My utmost favorite subject matter I have encountered in the EDTEC program was the use and benefits of Web 2.0 tools. These applications vary from the collaborative tools offered by Google to the instant notifications people can receive through sites like Twitter and Facebook. From completing the Personal Learning Network (PLN) reports in EDTEC 570, I have learned about augmented reality, the impact of Twitter and world events, and a variety of educational webinars. Previous to EDTEC 570 I would spend hours trying to find information by browsing the Internet. Now, I can simply access my Google Reader and read blogs regarding technology in the classroom, teaching techniques or even the local news. What I read all depends on what I decide to subscribe to. In addition to utilizing Web 2.0 tools to collect information, these tools have also proved themselves valuable when it comes to collaboration. Learning how to work with colleagues and create presentations and products regardless of the physical distance between us has been the golden nugget for me with this program. In EDTEC 795A, I used Google Documents and Skype weekly in order to better communicate with my group. These communicative tools maximized our potential and helped us to create a high quality product. In EDTEC 541 used a Content Management System (CMS) called Weebly to create a website for my husband's business. On this site are videos, photo galleries, a blog and a networking widget: all Web 2.0 tools. I now use Weebly to manage my classroom website. I share presentation slides, worksheets, video tutorials and pacing guides. The website has been extremely useful for improving my communication with students, parents and faculty. I have shared these techniques with other teachers at my workplace and most, if not all, of the math teachers in my department are using a CMS like Google Sites or Weebly to host their own classroom web page.
My Loves
The word "love" is so loosely used to represent a variety of things, from a favorite pizza topping to the chorus on a catchy tune. To better define the meaning of love for this reflection, however, I will quote Carter Heyward who said, "Love, like truth and beauty is concrete. Love is not fundamentally a sweet feeling; not, at heart, a matter of sentiment, attachment, or being 'drawn toward'. Love is active, effective, a matter of making reciprocal and mutually beneficial relation with one's friends and enemies." Many of the strategies, concepts and skills I have learned through this program will help me unite my students regardless of their mental, physical or cultural differences.
Why I Love a Systematic Process to Designing Instruction
Success requires focus and having focus requires a goal to focus on. For this goal to be achieved it must be clear, concise and reachable. Without direction, there would be chaos, confusion and inevitable defeat. I love that now I can deliver my expectations to my students in a way that leaves no room for error or debate. The slippery slope that connects instructions to expectations has been wiped dry. Having these clear objectives has built trust between my students and me, therefore alleviating anxiety and possible disappointment of all involved. With concrete guidelines and corresponding assessments my students exude confidence in their class participation and test performance.
Why I Love Models for Instructional Design
I have mentored a few student teachers and I tell each one that it is important to always have a few hidden tricks in your pocket when trying to keep students engaged. Gagne and Jim Keller's model offers more than just a few tricks. They offer a system that is molded around instinctive learning. As human beings we are attracted to the unknown, to the surprising yet also to what is familiar. These events encourage awe, interest, motivation and appreciation. These are timeless characteristics of a successful learner. I like to refer to these templates like a checklist when I write my lesson plans. I love that once I have covered all of those elements, I feel confident and prepared for instruction. This self-assurance then transfers to my students and is ultimately evident in the work they produce.
Why I Love Web 2.0 Tools
All of these models, principles and theories must be communicated in some form in order to continue to exist. I am so fortunate to live in an age where words can travel thousands of miles in a matter of milliseconds. Tools such as Twitter, Facebook and other social networking websites provide more than just a platform to communicate. They provide instant access to the world. One of the most significant video blogs that I watched during my EDTEC experience was one given by Clay Shirkey, an advocate for social networking. In his TED (Technology, Entertainment & Design, 2009) presentation he discussed how Twitter is changing history. He described the political affects of the Chinese instantaneously sharing their experiences of the devastating earthquake that occurred in May of 2008. This technology promotes information not only being distributed from a “professional” source but also being distributed and talked about among “amateur” sources. This medium has more than potential; it has power- the power to influence people, the power to change lives and the power to improve the world. Robert M. Hutchins said, “A world community can exist only with world communication, which means something more than extensive short-wave facilities scattered about the globe. It means common understanding, a common tradition, common ideas, and common ideals.” An infinite amount of knowledge is now at our fingertips, literally. I love that I have access to the experiences of teachers just like myself. What happens in their classrooms can also happen in mine thanks to telecollaborative learning and online communication tools.
One of the most motivating experiences I have as an educator is when students come to me and tell me that my teaching has helped them or that they finally “get it” because of what I have shown them. I love those moments. To my surprise, I have learned how to collect more of those moments by utilizing techniques and strategies that I have researched through this program. I have learned that they go way beyond the paper they are written on. They have changed my thoughts, my intentions, and my demeanor. By altering my character for the better, I believe they are fundamentally true and worth keeping and practicing indefinitely.
Why I Love a Systematic Process to Designing Instruction
Success requires focus and having focus requires a goal to focus on. For this goal to be achieved it must be clear, concise and reachable. Without direction, there would be chaos, confusion and inevitable defeat. I love that now I can deliver my expectations to my students in a way that leaves no room for error or debate. The slippery slope that connects instructions to expectations has been wiped dry. Having these clear objectives has built trust between my students and me, therefore alleviating anxiety and possible disappointment of all involved. With concrete guidelines and corresponding assessments my students exude confidence in their class participation and test performance.
Why I Love Models for Instructional Design
I have mentored a few student teachers and I tell each one that it is important to always have a few hidden tricks in your pocket when trying to keep students engaged. Gagne and Jim Keller's model offers more than just a few tricks. They offer a system that is molded around instinctive learning. As human beings we are attracted to the unknown, to the surprising yet also to what is familiar. These events encourage awe, interest, motivation and appreciation. These are timeless characteristics of a successful learner. I like to refer to these templates like a checklist when I write my lesson plans. I love that once I have covered all of those elements, I feel confident and prepared for instruction. This self-assurance then transfers to my students and is ultimately evident in the work they produce.
Why I Love Web 2.0 Tools
All of these models, principles and theories must be communicated in some form in order to continue to exist. I am so fortunate to live in an age where words can travel thousands of miles in a matter of milliseconds. Tools such as Twitter, Facebook and other social networking websites provide more than just a platform to communicate. They provide instant access to the world. One of the most significant video blogs that I watched during my EDTEC experience was one given by Clay Shirkey, an advocate for social networking. In his TED (Technology, Entertainment & Design, 2009) presentation he discussed how Twitter is changing history. He described the political affects of the Chinese instantaneously sharing their experiences of the devastating earthquake that occurred in May of 2008. This technology promotes information not only being distributed from a “professional” source but also being distributed and talked about among “amateur” sources. This medium has more than potential; it has power- the power to influence people, the power to change lives and the power to improve the world. Robert M. Hutchins said, “A world community can exist only with world communication, which means something more than extensive short-wave facilities scattered about the globe. It means common understanding, a common tradition, common ideas, and common ideals.” An infinite amount of knowledge is now at our fingertips, literally. I love that I have access to the experiences of teachers just like myself. What happens in their classrooms can also happen in mine thanks to telecollaborative learning and online communication tools.
One of the most motivating experiences I have as an educator is when students come to me and tell me that my teaching has helped them or that they finally “get it” because of what I have shown them. I love those moments. To my surprise, I have learned how to collect more of those moments by utilizing techniques and strategies that I have researched through this program. I have learned that they go way beyond the paper they are written on. They have changed my thoughts, my intentions, and my demeanor. By altering my character for the better, I believe they are fundamentally true and worth keeping and practicing indefinitely.
Change
Within the realm of my loves, most of them will remain unchanged regardless of time. Students will always want to feel confidence and motivation. Having a goal or focus point will always be the key to getting where you want to go. The means by which of reaching those goals or levels of confidence is what may change. These changes will occur in the technology and the avenues in which we communicate.
When it comes to writing objectives, determining the action and the degree of completion, those attributes will always be the same regardless of era, regardless of culture. The observable actions and the process for evaluating them, however, may differ. In the ten years I have been teaching, we have altered our exams countless times, yet the content, Algebra 1, has never changed. No new theorems, no new corollaries, just the process of teaching and testing of the material.
The magical attraction that is connected to educational technology lies in the dynamics behind the technology itself. It is ever changing, ever improving. As an educator it is my duty to show students that technology can be used for so much more than instant messaging or listening to music. It can be used to learn, explore and create. Through blogs, telecollaborative learning and webquests, students can utilize technology to discover educational realms in a fun and inspirational way. Eventually I would like to incorporate these tools in my own classroom. I would like to start by establishing a blog where students can write about famous mathematicians and how the math has influenced history and can be applied today. I would also like to show my students how to create their own PLNs to learn about possible careers paths within the fields of STEM (Science Technology Engineering and Math).
Because of the vigorous technological current, this profession requires continuous research and nonstop self-educating. The most profound change would be with myself. To become and remain an effective instructional designer would require constant conformity to the technological advances and educational demands of potential clients. This may mean creating packages that instruct the individual verses the group or providing cutting-edge media that will wow and surprise the audience. Whatever the case, the expectations of all involved are for my performance and deliverables to be contemporary, relevant and advantageous.
When it comes to writing objectives, determining the action and the degree of completion, those attributes will always be the same regardless of era, regardless of culture. The observable actions and the process for evaluating them, however, may differ. In the ten years I have been teaching, we have altered our exams countless times, yet the content, Algebra 1, has never changed. No new theorems, no new corollaries, just the process of teaching and testing of the material.
The magical attraction that is connected to educational technology lies in the dynamics behind the technology itself. It is ever changing, ever improving. As an educator it is my duty to show students that technology can be used for so much more than instant messaging or listening to music. It can be used to learn, explore and create. Through blogs, telecollaborative learning and webquests, students can utilize technology to discover educational realms in a fun and inspirational way. Eventually I would like to incorporate these tools in my own classroom. I would like to start by establishing a blog where students can write about famous mathematicians and how the math has influenced history and can be applied today. I would also like to show my students how to create their own PLNs to learn about possible careers paths within the fields of STEM (Science Technology Engineering and Math).
Because of the vigorous technological current, this profession requires continuous research and nonstop self-educating. The most profound change would be with myself. To become and remain an effective instructional designer would require constant conformity to the technological advances and educational demands of potential clients. This may mean creating packages that instruct the individual verses the group or providing cutting-edge media that will wow and surprise the audience. Whatever the case, the expectations of all involved are for my performance and deliverables to be contemporary, relevant and advantageous.
References
Keller, J. (1987). Strategies for stimulating the motivation to learn. Performance Improvement, 26(8), 1-7.
Mager, R., & Pipe, P. (1997). Analyzing performance problems. Atlanta, Georgia: CEP Press.
Rossett, A. (2001). Beyond the podium: delivering training and performance to a digital world. San Francisco, CA: Jossey-
Bass/Pfeiffer.
TED. (Producer). (2009, June). Clay shirky: how social media can make history. [Video Blog]. Retrieved from
http://www.ted.com/talks/lang/eng/clay_shirky_how_cellphones_twitter_facebook_can_make_history.html
Mager, R., & Pipe, P. (1997). Analyzing performance problems. Atlanta, Georgia: CEP Press.
Rossett, A. (2001). Beyond the podium: delivering training and performance to a digital world. San Francisco, CA: Jossey-
Bass/Pfeiffer.
TED. (Producer). (2009, June). Clay shirky: how social media can make history. [Video Blog]. Retrieved from
http://www.ted.com/talks/lang/eng/clay_shirky_how_cellphones_twitter_facebook_can_make_history.html
Copyright © 2010 by Jodi Kohler. All rights Reserved.
Created for the Educational Technology Department
San Diego State University
Created for the Educational Technology Department
San Diego State University
