Week 5

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 - Flipped learning has become somewhat popular in my district. It works especially well in math. A teacher uses youtube to post a lesson and examples of how to work a new skill and students are required to take notes off of that video at night for homework. Then in class the next day, the teacher uses class time to help students with what would otherwise be homework and makes sure they understand the concept. Almost like a tutor helping do problems. For some teachers it has worked very well. It is also great for students who need to watch something more than once to learn the skill. My special education students need many repetitions to become proficient in it.  In my future position in IDT I would like to help teachers really take flipped learning and make it viewer friendly. I would like to help teachers learn how to use youtube and how to show examples of something on the computer like JING.com. I think that e-learning is very effective and teachers just need to feel more comfortable using it to make it successful. In my future job I hope to help teachers feel comfortable and make it become quick for them to do the lessons online so that they are actually using time effectively and not just burdened with one more thing they have to do. 

• networks or Web 2.0 technologies - Social media is a great way to get students involved in learning. I have used Edmodo as a social networking tool to have students visit the site at home and in class to answer questions or take quizzes. I think that there are other ways to use social media to get students and teachers excited about learning. I would like to help teachers open up social networking sites like Edmodo, Facebook, and even Instagram that their class can post to. I know that some teachers do not know as much about these sites as their students do. I think in my new position as an IDT I can help teachers feel comfortable using social media as a way to reach their students inside and outside of the classroom. 

• digital games or simulations - Designing games that students can use for learning is more exciting than anything else I can think of. I have been very interested in designing some q code games for reading passages, but have just never had the time. I think that students and teachers look for ways to break up the monotony and digital games are a great way to enforce learning. I would love to help teachers design and even transfer many of the games they use in class to use on the computer. I know I have a game called ZONK that I use with magnets and paper, but to have someone help me convert that to a computer game would be incredible. I hope to be able to do that for teachers. 

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?

I think all TEKS can be taught using technology.  In some ways I think technology facilitates learning of goals better than traditional instruction and in some ways I don't. I think it truly depends on the student. I think that some kids eat technology up and soak it in. Others don't have the comfort with technology to feel confident learning from it. I think that some kids must also learn the way they are tested to do well. It is a frustration of mine that our schools push technology and learning through technology, but our state tests students using paper and pencil. I have seen that become a huge disconnect for students who can not transfer the learning they get through technology to a reading passage on STAAR. It is a very real problem in the Title 1 schools and the lower income students who are struggling as it is. 

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?

1) Copyright issues - you are using textbooks and learning materials online that are copyrighted.  

2)Personal Gain - teachers have to be careful that they are not earning money based on the online things they are using for their students.

3)A teacher posing as a student online to move discussion along. 

I think that the technology can address diverse needs especially because when using technology they can go at their own pace. I think that students can also feel like they are taking charge of their learning. Guidance that would be required is someone helping them go through the programs.