Topic1

= Learning Topic 1: Instructional Technology Program and Profession = 
 * = Learning Activities: ||=  ||= 1.1 ||=   ||=   ||= 1.2 ||=   ||= 1.3 ||=   ||= 1.4 ||=   ||= 1.5 ||=   ||= 1.6 ||

Pedagogy-based training begins by helping teachers understand the role of learning theory in the design and function of class activities, and in the selection and use of instructional technologies. Using technology to enhance the educational process involves more than just learning how to use specific pieces of hardware and software. It requires an understanding of pedagogical principles that are specific to the use of technology in an instructional setting. It is important to fully understand the profession and the expectations that accompany this career path.

Learning Outcomes/Objectives
At the end of this Learning Topic, you will be able to:
 * Examine the components necessary for the completion of Regis University’s Instructional Technology degree and develop an Individual Learning Plan and design a “tracking tool” for use throughout the Instructional Technology program (written activity)
 * Provide a personal definition of Instructional Technology (written activity, discussion)
 * Examine the role of the Instructional Technology professional and discriminate between levels of expertise (written activity)
 * Compare and contrast the professional organizations available to the Instructional Technology professional (written activity, discussion)

** Readings and Research **
Association for Educational Communications and Technology. (n.d.). 2. What is the knowledge base? [Standards]. Retrieved January 5, 2010. AECT website: [] or
 * Required Readings**

Richey, R. C. (2008, January/February). Reflections on the 2008 AECT definitions of the field [Review of the book Educational technology: A definition with commentary.]. TechTrends, 52(1), 24. [|www.springerlink.com/index/88P665MV0P527470.pdf] or [] Pershing, J. A., Molenda, M. H., Paulus, T., Lee, L. H. J., & Hixon, E. (2000, February). Letters home: the meaning of instructional technology. TechTrends, 44(1), 31-38. [] or []
 * Select one of the three below:**
 * Select one of the three below:**

Serdiukov, P. (2000). Terminology of educational technology: A quantitative study based on SITE conference proceedings. In SITE Conference Proceedings. Retrieved from ERIC database. (ED444545) []

Smith, K., Hessing, J., & Bichelmeyer, B. (2006). Graduate students’ perceptions and expectations of instructional design and technology. TechTrends: Linking Research and Practice to Improve Learning, 50(4), 17-27. Retrieved from ERIC database. (EJ774610) []

1.1: Discussion - What is Instructional Technology?
//**Context:** The purpose of this discussion is to start thinking about Instructional Technology; what it means, what is expected from an Instructional Technology professional and what organizations are available to provide ideas and support.//


 * What is “Instructional technology?”
 * What is the role of technology in instruction?
 * What should be and is expected of the Instructional Technology specialist?
 * What is the role of Instructional Technology at the building and district level?
 * What professional organizations are available to assist with instructional technology in the classroom

back to top

1.2: Discussion - Instructional Technology Definition
//**Context:** In this introductory course, you will have the opportunity to understand what is meant by the term “Instructional Technology” as well as the professional expectations involving the theory, pedagogy, and design of instruction and student learning. You will gain an understanding of the needed skills and job expectations necessary for success in the profession.//

Step 1: Read the following two required articles for this Learning Topic. Additionally, select and read one of the three alternate articles:
 * Task Description:**

Step 2: Using the Internet, research and find one or more source that defines Instructional Technology. Using the information gathered, develop your own Instructional Technology definition. Your definition needs to demonstrate an understanding of the practices, expectations, theories, and resources that make up the Instructional Technology field.

Step 3: Post your definition to the Discussion Forum for this activity and cite your sources. Share with your colleagues. Read several of the definitions that have been posted by your colleagues. Discuss the key points presented by your colleague’s definitions. What do you agree with and with what points do you disagree? After sharing and discussion, revise your original definition, if needed.

**1.2 Assessment:**
back to top

1.3: Individual Learning Plan (ILP)
//**Context:** Since this is the prerequisite course for the Instructional Technology (EDTC) program, it is important that you know the sequence of classes, requirements for the degree, important people to contact and when to contact them. It is also important that you are organized as you go through the program.//

//To help understand “where you are heading” with your EDTC courses, you will be developing a portfolio of the work you complete. Its purpose is to demonstrate the depth and breadth of your educational growth throughout your Master’s program including skills and knowledge gained along with individual growth as a reflective practitioner. It provides an opportunity for reflection on and demonstration of lessons learned, skills and knowledge, and application to practice. Additionally, the project portfolio requires reflection on research and standards including how research was applied to practice and how student work aligned with current industry standards. The student’s philosophy of education and personal resume will also be included in the project portfolio.//


 * Task Description**: Included in your portfolio, you will develop an Individual Learning Plan (ILP) that explicitly addresses your Philosophy of Education, reasons for engaging in the Instructional Technology program, and desired personal learning goals and outcomes. The plan should also include the indicators that you will use to determine your success in meeting your personal learning goals and outcomes for the program.

For this first EDTC course, you will start by developing your ILP. Develop your Individual Learning Plan so that it addresses the following:
 * 1.3 Individual Learning Plan (ILP)**


 * 1. Philosophy of Education** which addresses the following:
 * Your perception of teaching
 * Your perception of student learning
 * Your individualized teaching goals
 * How you implemented your philosophy in your classroom
 * How you address your growth as a teacher
 * 2. Reasons for taking the Instructional Technology program**.

**4. Indicators for determining success in meeting personal outcomes and learning goals.**
back to top

1.3 Assessment:
back to top

1.4: Organizational Tool for Tracking
//**Context:** To keep track of all the assignments that will direct you toward developing critical components for the completion of your Instructional Technology (EDTC) Portfolio Project, you will develop an organizational tool for tracking these.//


 * Task Description:** Your tool should include important deadlines, phone numbers, courses (numbers and titles), course reflections, research bibliography, self-selected artifacts and standards met. It should also address a storage backup plan.

Your tool could be a wiki, a blog, or a series of the folders and documents. Submit the Internet link of your tool or submit a written description of your tool complete with screen shots to the Instructor.

**1.4 Assessment:**
back to top

1.5: What does Instructional Technologyist do? Job Description
//**Context:** The purpose of the job description activity is to make you aware of the duties and responsibilities of an Instructional Technologist in three different contexts: classroom, school-wide and district-wide settings.//

Step 1: Interview a minimum of three Technology Specialists (Information Technology gurus) working in the education field (school district level, building level, classroom level and maybe at the higher education level). In addition; research and obtain different job descriptions for Instructional Technology at the K-12 level.
 * Task Description: Field Experience (3 hours)**

Step 2: Job Description - At which level would you ideally like to work as an instructional technology specialist; classroom, school-wide or district-wide? Develop your own ideal job description for one of the three different levels. The job descriptions need to communicate clearly and concisely what responsibilities and tasks the job entails and to indicate, as well, the key qualifications of the job – the basic requirements (specific credentials or skills) – and, if possible, the attributes that underlie superior performance. It should illustrate a thoughtful analysis of what the worker does, how the worker does it, the major purpose of the position and its role in the organization.

Keep each statement in the job description crisp and clear. Structure your sentences in classic verb/object and explanatory phrases. Always use the present tense of verbs. If necessary, use explanatory phrases telling why, how, where, or how often to add meaning and clarity. Omit any unnecessary articles such as "a," "an," "the," or other words for an easy to understand point description. Use unbiased terminology. Use the he/she approach or construct sentences in such a way that gender pronouns are not required. Avoid using words that are subject to differing interpretations. Try not to use words such as "frequently," "some," "complex," "occasional," and "several." If the following sections are thoughtfully completed, the document should be one to two pages long. Key sections that should be included in the job description are:


 * Job Title: Should be standard and easy to understand.
 * Primary Objective: Should be one or two sentences that give the overall reason for the job.
 * List of Duties or Tasks Performed: The list contains an item-by-item list of principal duties, continuing responsibilities, and accountability of the occupant of the position. The list should contain each and every essential job duty or responsibility that is critical to the successful performance of the job. The list should begin with the most important functional and relational responsibilities and continue down in order of significance. Each duty or responsibility that comprises at least five percent of the incumbent's time should be included in the list.
 * Description of the Relationships and Roles the occupant of the position holds within the company, including any supervisory positions, subordinating roles, and/or other working relationships.
 * Typical qualifications and experience: This section gives an indication of the background required to carry out the job.
 * Other relevant information: This area can take care of other elements relevant to the job such as shift work, travel or dealing with certain types or people.

Create your job description for one of the three different levels: classroom, building, or district.

**1.5 Assessment:**
back to top

**1.6: Professional Organizations**
//**Context**: Professional organizations usually feature resources, Webinars, professional development opportunities and forums to discuss the major issues facing the profession; all of which can useful throughout your career. The Professional Organization activity is providing you an opportunity to explore Instructional Technology professional organizations and share your findings with those found by the other members of this course.//

Investigate at least three professional organizations that concentrate on pedagogical practices and standards in Instructional Technology at the K-12 level. Create a graphic organizer/table illustrating the similarities and differences between each of the three organizations. One organization you should investigate would be International Society for Technology in Education (ISTE). Apply the components listed in your Instructional Technology definition developed earlier as you investigate the organizations.
 * Task Description: Field Experience (3 hours)**

One important component that should be included in your graphic organizer is a statement about each organization and how important and/or useful the organization would be to you personally. In other words, would you pay the money required to join the organization?

Key elements to look for within each organization are:
 * Helpful for the K-12 educator
 * Types of Resources (Methodology, Instruction, etc)
 * Assessment & Evaluation
 * Professional collegiality
 * Employment services
 * Up-to-date information
 * Contact information
 * Organization compatibility with definition developed

1. Create a free account on Google Docs//.// This web-based tool allows you to create, edit and share documents, spreadsheets, presentations, drawings, and forms. 2. Develop a graphic organizer/table using Google Docs to compare the similarities and differences between the three professional organizations that you researched.

**1.6 Assessment:**
back to top