Redesigning the Teacher Education Technology Course to Emphasize Integration

Abstract

Teacher education programs in the United States are trying to equip tomorrow's teachers with the technology skills needed to impact learning in the classroom. During the past decade there has been a realization that teaching technology skills alone is not adequate-pre-service teachers must also learn how to integrate the use of technology into their curriculum. This paper describes BYU's instructional technology course and the design process that a team of instructors went through to redesign the course in order to put greater emphasis on technology integration. An iterative redesign approach was used. Several iterations of the course redesign will be shared along with the strengths and limitations discovered in the design and implementation process.     

国际教学设计领域在关注什么——《教学设计中课程、规划和进程的国际观》深度解读

针对教学研究领域的三个主题：教学设计、课程设计、信息通信技术与媒体,国际教学设计研究领域的学者们主要关注如下研究热点：认知和学习心理学研究成果为教学设计模型提供了新的理论基础和创新途径,课程开发和信息通信技术需要进一步整合到教学设计模型中;课程开发及其对教学设计模型的影响;信息通信技术对教学设计和课程开发的影响,从更加整合和全面的视角来看待学习、教学、课程和技术之间的关系。《教学设计中课程、规划和进程的国际观》从以上三个方面展示了国际观点。当前教学设计研究和实践逐步形成以下发展趋势：一是教学设计研究越来越呈现出跨学科特点;二是运用技术创建有效学习环境成为教学设计研究的重要领域;三是欧美学者在教学设计研究领域既共享众多核心观点,又在研究角度、内容上各有不同,使得整体研究成果深度交融。     

Instructional Design Paradigms: Is Object-Oriented Design Next?

The current systematic approaches taught to. and perhaps used by, instructional designer's share much in common with structured computer software design approaches. The computing field is currently undergoing major changes fostered by the growth of object-oriented (OO) analysis, design, and programming methods. The OO paradigm may also offer a revised focus for ID research. Several instructional design (ID) researchers are already adopting OO computing terminology. The suggested cross-over of OO from computing to instructional design is tied to design trends and ongoing research in II).     

Toward a Current,Comprehensive, Integrative,and Flexible Model of Motivation for Instructional Design

Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current models included in instructional design texts and resources are important, but tend to lack some characteristics that would make them more useful and productive for designers. The purpose of this paper is to present a theoretical and conceptual framework for the devel‐opment of a new model of motivation for intervention design that is current, comprehensive, integrative, and flex‐ible. To that end, we (1) review the key points of the call for such a model; (2) present a framework for such a model; (3) offer a conceptual prototype for a model to meet designer's needs and include perspectives from experts in instructional design and performance technology, including how it fills out an integrative theoretical base of motivation for the field; and (4) present future development implications for the field.     

Changing Roles and Professional Challenges for Human Performance Technology

From its roots in behavioral science and instructional systems design, the field of human performance technology has broadened significantly during the past three decades in terms of its interventions and the backgrounds and skills areas of its practitioners. This development brings with it many questions as to the field's definition, theoretical underpinnings, and future developments in research and practice. A brief review of the history of HPT, a survey of some of its leaders, and a model of the roots and branches of the field are presented.     

The landscape of educational technology viewed from the ETR&D journal

The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development (ETR&D) to examine the trends and issues of the educational technology field's scholarly community that have evolved in the past two decades. The distinctive features of citation network analysis used in this study derive from a social network analysis approach to see relational and network patterns in the citation data. From this citation network analysis, we obtained the following results: (1) the ETR&D network revealed structural attributes that help us understand the features regarding how the field has developed and how scholarly works have interacted; (2) the most influential papers and scholars in the field were identified; (3) frequently co‐cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research.     

LOST IN TRANSLATION: USING VIDEO ANNOTATION SOFTWARE TO EXAMINE HOW A CLINICAL SUPERVISOR INTERPRETS AND APPLIES A STATE-MANDATED TEACHER ASSESSMENT INSTRUMENT

This case study examines the reasoning of a clinical supervisor as she assesses preservice teacher candidates with a state-mandated performance assessment instrument. The supervisor's evaluations were recorded using video annotation software, which allowed her to record her observations in real-time. The study reveals some of the inherent challenges in clinical supervision and the use of a state's mandated performance rubrics to evaluate teacher competencies. Findings indicate that the clinical supervisor found it difficult to interpret rubric criteria, often made tenuous claims about candidates' performance, and tended to require students to design lessons that were artificial demonstrations of mandated competencies. Findings also suggest that the difficulties faced by the clinical supervisor were likely connected to inadequate professional development regarding the use of the state-mandated performance assessment instrument. The article concludes with a discussion of the need for better professional development for clinical supervisors given their important role in the professional development of tomorrow's teachers and suggests other areas for future research.     

计算机辅助教学与教育软件开发

CAI的普及是教育现代化的一个重要标志.与传统教学方法相比,CAI有无与伦比的优点,它既有利于提高教学质量,又可降低成本,扩大教学覆盖面.本文介绍了CAI的特点和作用,概述了CAI的教学方式,分析了CAI教学软件的特点及开发问题,并就CAI的发展方向做以展望.     

Review of current studies in instructional design theory in Korea: major trends and future directions

This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions. Based on the analysis of 40 articles from the Journal of Educational Technology between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design theory; dominant interest in instructional design theories for higher-order thinking skills or self-regulated learning; special interest in instructional design theories for motivation and interactivity; emergent studies on the generic topic of instructional theories; heavy emphasis on instructional design theory for computer or Web environment; and sparse developmental research. Future directions of study for instructional design theory in Korea are suggested in response to issues arising from these trends.     

A history of instructional design and technology: Part I: A history of instructional media

This is the first of a two-part article that will discuss the history of the field of instructional design and technology in the United States. A definition of the field is provided and the major features of the definition are identified. A rational for using instructional design and technology as the label for the field is also presented. Events in the history of instructional media, from the early 1900s to the present day, are described. The birth of school museums, the visual and audiovisual instruction movements, the use of media during World War II, and the interest in instructional television, computers, and the Internet are among the topics discussed. The article concludes with a summarization of the effects media have had on instructional practices, and a prediction regarding the effect computers, the Internet, and other digital media will have on such practices over the next decade. Portions of this article are from a chapter that will appear inTrends and Issues in Instructional Design and Technology (Reiser & Dempsey, in press). Some segments of the article previously appeared in a book chapter by Reiser (1987).     

An evaluation of the costs of computer-assisted instruction

The purpose of this paper is to estimate the costs and cost feasibility of utilizing computer-assisted instruction (CAI) for compensatory education. Cost data were collected from an experiment on the effectiveness of CAI that had been established in Los Angeles and sponsored by the National Institute of Education. Based upon the resource ingredients approach to measuring costs, it was found that up to three daily 10-minute sessions of drill and practice could be provided for each disadvantaged child within the 1977–1978 allocation of funds from Title I of the Elementary and Secondary Education Act of 1965. If the computer system were shared between two schools, the higher costs would permit only two daily sessions.Costs were also estimated for a more advanced CAI system, and somewhat surprisingly the costs were in the same range. This finding reflects the very heavy costs of “software” that do not seem to decline with more advanced technologies. Also, it is possible that the latter technology will be found to be more effective at the same cost level. However, because comparative effectiveness data between the CAI approach and other instructional strategies are not readily available, such cost-effectiveness comparisons will have to be deferred until some future date.     

Trends in Instructional Design: Emerging Theory-Based Models

Currently, instructional design theorists are generating new enhancements of traditional design models on both macro and micro levels. This paper summarizes the anticipated changes in instructional design models that will result from today's theoretical activity. It addresses issues such as linearity in the design process, enhanced roles of analysis and evaluation, and the new emphasis on learner control and transfer of training. These model enhancements are being influenced by new interpretations of general systems theory and cognitive learning theory, constructivism, chaos theory, and situated cognition. Predicted model changes also reflect the impact of the new technologies, designer decision-making research, and the performance technology and total quality management movements. These and other intellectual forces are likely to produce diverse models for future designers.     

Reading Recovery as an Epistemic Community

ABSTRACT

This introduction to the special issue on Reading Recovery situates the enterprise in a broader educational reform context that has placed a priority on developing and fielding large-scale, systemic interventions that support ambitious instructional practice and student outcomes. Within this context, Reading Recovery is examined as an evolving, adaptive epistemic community in which tutors, teachers, leaders, coaches, and developers collaborate to produce, use, and refine the practical knowledge needed to support and sustain success among large numbers of struggling readers. Viewing Reading Recovery as an epistemic community provides a framework for more deeply engaging the articles in this special issue, for reflecting on Reading Recovery's history of success, and for speculating about Reading Recovery's future in rapidly evolving policy and reform contexts.     

What's in a Name? A Comparison of Instructional Systems Design,Organization Development,and Human Performance Technology/Improvement and Their Contributions to Performance Improvement

What are the similarities and differences between instructional systems design, organization development, and human performance technology/improvement (HPT/HPI)? This article defines these fields and highlights how they contribute to the performance improvement domain. With Rossett's view of HPT as a “perspective, or habit of mind, that inclines us towards data, analysis, systems, alignment and partnerships” (A. Rossett, personal communication, October 28, 2012), HPT/HPI will be presented as the overarching framework for selecting and measuring instructional systems design or organization development interventions.     

Theoretical Frameworks of Performance‐Based Models

The purpose of this article is to highlight theories that support the functions of performance‐based design models and to discuss the implications of integrating divergent models into the system‐oriented human performance technology (HPT) and performance improvement (PI) disciplines. HPT, PI, and instructional systems design (ISD) share a systems framework, along with the influence of common theories such as performance theory, learning theory, adult learning, cognitive psychology, and behavioral psychology (Foshay, Villachica, & Stepich, 2014). This article focuses on the role of theory as a tool in the practitioner's toolbox and as a connection point when working with teams and organizations that have different theoretical orientations. Performance‐based ISD models are discussed, including Robinson and Robinson's (1989) Training for Impact, Brethower and Smalley's (1998) Performance‐Based Instruction, and Bradford and Boler's (2015) Horizon Model. Allen and Sites's (2012) successive approximation model (SAM) retains elements of ADDIE as a process, but the model is iterative rather than systematic in design.     

The effectiveness of man-machine tutorial dialogues for teaching attribute blocks problem-solving skills with an Artificial Intelligence CAI System

Two prominent design features of an Artificial Intelligence CAI (AI CAI) System for teaching problem-solving skills were experimentally evaluated. Seventy-six subjects were randomly assigned to four treatment groups formed by factorially combining two values each of two system design variables. The variables were the ability/lack of ability of the system to answer specific student generated questions regarding the current problem state, and the inclusion/exclusion of computer generated tutorial dialogues aimed at correcting student misprocessing of information during the solution of the problem. Analysis of the data indicated that students receiving computer generated instructional dialogues performed significantly more poorly on a transfer task than students not receiving such tutorial dialogues. The variable of student initiated questioning and the interaction of the two variables yielded non-significant results. Goal-directed production systems are reported to formally model task performance and instructional decision-making activities. The usefulness of these formal modeling techniques to instructional system design and evaluation is illustrated in a detailed analysis of the system's performance. Implications for future instructional system design techniques using the AI CAI approach are discussed.This article is based upon the author's unpublished doctoral dissertation.     

A Treatise on the Field of Human Performance Technology: The Need for a Scholars’ Guild*

In this treatise, three scholars join together to present what they believe to be voids and needs for the field of human performance technology (HPT). They present arguments that support the idea that HPT is an intellectual endeavor. They proceed to present a set of propositions that raise questions about trends and issues that they believe are challenges to HPT's future as a viable field of study. They conclude by presenting a set of recommendations and action plans to form a Scholar's Guild as a means to preserve, guide, and grow the field of HPT.     

多媒体课件制作技术研究与实现

CAI软件是现代教育不可缺少的重要手段，本结合VFP6在课件设计制作上的优势，着重讨论基于VFP6的CAI课件制作技术，并给出这些技术的具体实现过程。