Decisions regarding a school's technology purchases should give us all pause. The decisions we make as technology coordinators, administrators, or district office personnel will affect every student in our district for years to come. For this reason, every school district should have a three to five-year technology plan. The technology plan "represents the results of many conversations among board members, administrators, teaching staff, and community members regarding how technology can support the learning process" (Frazier & Hearrington, 2017, p. 167). Every technology decision should be based on providing a 21-first-century education for today's students, but regrettably, sometimes it just comes down to money.
If only we had a pool of money!
There comes a time when every district needs to have a sit-down with the budget committee. So, how do we know what to budget toward technology in the future? Typically, the technology coordinator or technology department has to create a needs assessment. The needs assessment will enable a school district to target specific technology needs and "could entail a diverse intra-district committee meeting several times to examine school data, canvass opinions from peers and stakeholders, and identify and prioritize needs" ((Morrison et. al., 2019, p. 410). No, you can't just say, "gimmie, gimmie, gimmie." The needs assessment follows through several phases, but the first is gathering data. Gathering data entails many vital factors "such as inventory and professional development statistics, as well as any other information that provides a current picture of technology in the district" (Frazier & Hearrington, 2017, p. 174). If this were not hard enough, the district and school staff’s future desires need to be evaluated. The needs assessment is critical, and "failure to include any type of systematic needs assessment increases the risk of disappointment and wasteful spending" (Morrison et. al., 2019, p. 408). With the data mining and planning for the future accomplished, the rest of the process must commence.
Depending on who you speak with, the needs assessment or the allotment of funding should come first. Without money, district purchases can't be made, but district purchases will go awry without knowing what is needed. I prefer to think of the first two stages of the diagram above happening at the same time. When districts decide on a three or five-year technology plan, it is easily conceivable that they may purchase an application or program that is only two or three years old. Technology is coming so fast that applications are being developed more quickly than teachers are learning to use the technology. Before a purchase is made, we need knowledge of how well the product works in the classroom. Let this be real clear, "it is not the technology that affects student learning, but rather the instructional strategies and lesson content that technology affords or delivers" (Morrison et. al., 2019, p. 390). It is in the use of a product that references are created. I realize the references provided will most likely be favorable to the specific vendor, but the real-world outcomes do matter. In one study, "interview participants noted that they either would ask the vendor for current users or would consult with neighboring districts regarding their opinions and experiences with products"(Morrison et. al., 2019, p. 399). It is common for teachers to be permitted a trial of many programs or applications before purchase. The use of pilot programs utilizing a small number of teachers to give feedback will allow purchasers "to obtain first-hand knowledge of what a full-scale implementation may look like" (Morrison et. al., 2019, p. 400). Once a selection is made, the technology’s acquisition moves forward, and the hard work of professional development begins.
Professional development throughout the life cycle of the application or hardware is necessary for successful implementation. No one wants to be responsible for purchasing an unusable product for a school, and "a lack of support after an initial sale would influence whether the district chose to renew a software license" (Morrison et. al., 2019, p. 406). It is a general consideration that roughly twenty percent of a budget for technology procurement should be explicitly retained for professional development (Frazier & Hearrington, 2017, p. 175). If you don't provide enough professional development, all you will hear is, "Fix it, Fix it, Fix it." The procurement process result should be successful implementation and leaning forward into our students’ technology future. Although I spoke about professional development last, please ensure whatever contract you choose, a formal professional development program is available and ready for the implementation phase.
References
Frazier, M. & Hearrington, D. (2017). The Technology Coordinator’s (Third Edition) Handbook. Portland, Oregon: International Society for Technology in Education.
Giphy. (2019, September 13). Professional Life GIF. GIPHY. https://giphy.com/gifs/xFaOujGmCFHoI/embed.
Morrison, J. R., Ross, S. M., & Cheung, A. C. K. (2019, February 6). From the market to the classroom: how ed-tech products are procured by school districts interacting with vendors. Educational Technology Research and Development. https://link.springer.com/article/10.1007/s11423-019-09649-4/figures/1.
Morrison, J. R., Ross, S. M., & Cheung, A. C. K. (2019). From the market to the classroom: how ed-tech products are procured by school districts interacting with vendors. Educational Technology Research & Development, 67(2), 389–421. https://doi-org.ezproxy.montevallo.edu/10.1007/s11423-019-09649-4
Paak, A. (2019, April 10). Rich Money GIF by Anderson Paak. GIPHY. https://giphy.com/gifs/andersonpaak-money-pool-lptjRBxFKCJmFoibP3/embed.
Waves of technology keep coming in, and educational technology is more like a tsunami of information. Administrators and technology coordinators are responsible for managing this tide by providing resources to keep schools afloat and surfing ahead. Every position has a role to play in this tsunami and "technology coordinators are key players in fostering, supporting, and sustaining the use of technology for teaching and learning" (Frazier & Hearrington, 2017, p. 32). Can we meet the challenge? Yes, we can!
You don't have to love technology, but the students we now educate are digital natives. Our students have never known a world without internet access. How can administrators, technology coordinators, or teachers provide a twenty-first-century education without immersing ourselves and our students in technology? How do we communicate the need for adding technology in all curriculums? We must provide "a combination of strong interpersonal skills, effective problem-solving skills, leadership and planning skills, and technical skills” (Frazier & Hearrington, 2017, p. 28). There is no one-size-fits-all approach to implementing technology because not every school is identical. There is one key to implementation that is shared over all areas of educational implementation of technology.
Professional development is the key to implementing a shift toward technology. A “professional development program allows a school district to prepare teachers (and, in turn, students) to use technology as a natural part of the curriculum” (Frazier & Hearrington, 2017, p. 38). While not all school districts share this technology goal, they should. The primary goal of any educational professional development is to provide "support of teaching and learning, from internet access, to school network infrastructure, to the hardware and software in the hands of teachers and students” (Frazier & Hearrington, 2017, p. 32). The use of technology is not going away but is growing by leaps and bounds. Professional development could be aided with feedback to assist teachers in improving their craft. The video below with Bill Gates describes one pathway for attaining professional development through feedback.
Administrators and technology coordinators must succeed in building capacity. The directive to build capacity is stated by the International Society for Technology in Education, "Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization” (Frazier & Hearrington, 2017, p. 221). The shift toward technology implementation in the classroom can be difficult and tedious. Transformation is best accomplished through the unification of “stakeholders, including students, administrators, teachers, the school boards, the community, and others must be included in the decision-making process” (Vu, et. al., 2019, p. 67). How administrators and technology coordinators bridge the gap toward the future of educational technology will come with failures and successes. Success will not be dictated by any single facet of implementation, but with a steady dedication toward an ever moving technology target or goal. Administrators will succeed by creating “relevant, timely, and individualized professional learning opportunities” (Sterrett & Richardson, 2020, p. 4). Administrators and technology coordinators do not have the luxury of quitting when so much rides on our student's future success. The video below not only reveals my nerd side but is also a good representation of grasping the advancement of technology into the future.
Technology will only become more important as education progresses, so buckle up and start now!
Frazier, M. & Hearrington, D.
(2017). The Technology Coordinator’s (Third Edition) Handbook. Portland, Oregon:
International Society for Technology in Education.
Sterrett, W., & Richardson, J.
W. (2020). Supporting Professional Development through Digital Principal
Leadership. Journal of Organizational and Educational Leadership, 5(2).
Vu, P., Fredrickson, S., &
Gaskill, M. (2019). One-to-One Initiative Implementation from Insiders’
Perspectives. TechTrends: Linking Research and Practice to Improve Learning,
63(1), 62–67.
Sometimes you just have to say, it will get better!
I genuinely know I have been blessed with the best person in the whole world to work with as a classroom coach. I discussed the things I wanted to do with them, and they were pleased with my ideas. I asked her to do a self-assessment, and she welcomed the idea of sitting with me to complete the forms. I then explained the wonderful things we would discuss and then used data from her students to guide our progress. Marzano & Simms (2012) states, "a teacher might independently arrange to be coached by another teacher" (p. 211). I was so confident we could develop a series of strategies to help with her pedagogy. This coaching experience sounded awesome. Can I get an "Amen" from the educational coaches out there?
In comes COVID19 like the real classroom wrecking ball it is for every teacher and classroom coach. I researched, planned, and reflected upon the teacher's needs, and then the Achilles heel of data struck my best-laid plans. The teacher and I were planning classroom management strategies, and, depending on how you look at it, we are fantastic!
Not one single student lost their focus during a lesson. Not one single student attempted to be disruptive during class. We are so good; not even one student has left their desks out of order at the end of a class period. How did we do it? You guessed it, NO STUDENTS!! For clarification, we work at an alternative school. Yes, we want students, but we do not want students to come to the alternative school. This has got to be a record, no long-term students for over eleven weeks of this school year. I am happy for the students, but I am trying to coach, right? Luckily, I found that yoga is for teachers when they are stressing out.
Please don't think I just gave up; I didn't. We did the next best thing; we did a book study together specifically for classroom management. The best thing about coaching is there are many styles to choose from depending on your needs and situation. For me, our book study is all about reflection on what we have read. "Reflecting conversations are designed to guide a teacher in identifying behaviors and beliefs and understanding how those behaviors and beliefs affect events in his or her classroom" (Marzano, 2012, p. 213). The conversations take the sting out of a teacher thinking, I did something wrong. Our conversations discuss how it possibly can be done better. New research based on the book study process for education revealed: "every interviewee believed that the professional book studies were superior to traditionally structured professional development programs they had attended" (Blanton et al., 2020, p. 1026). I realize a book study may seem mundane to many educators, but I beg you to reconsider that notion. The value of a book study for teaching staff is enormous once you realize a "book study PD offered participants a unique learning experience which facilitated relationships across school sites as well as ongoing teacher dialogue around instructional strategies and differing views on teaching" (Blanton et al., 2020, p. 1041). I believe this new research dictates the further use of book studies to facilitate school staff's unity and create a school culture of assisting one another.
I would also like to address one aspect I find critical for my coaching relationship: trust. A great coaching relationship is made from "(1) spending time together, (2) active listening, and (3) personal stories" (Marzano, 2012, p. 218). I believe the make-or-break point of coaching comes down to how well the coach develops trust. A coach's integrity and character must be coupled with transparency and a desire to assist others. I believe I have found a video that embodies everything I want to become as a coach and leader. I realize this video is a little longer than customarily placed in a blog. Still, the clarity and vision displayed by the speaker will move you to become a better leader and coach by assisting others.
I will end this blog post with my best wishes to everyone who wants to become an instructional coach and hope you do so while becoming a servant leader to your school.
References
"2011.02 - 'Photo of
constructions - a still-life of a wrecking ball and wrecking ball caterpillar
tracks on a construction place in Amsterdam, area Oosterdok; urban Photography
geotagged & in the public domain, Fons Heijnsbroek, The Netherlands" by
Amsterdam free photos & pictures of the Dutch city is marked with CC0 1.0
Blanton, B. S., Broemmel, A. D.,
& Rigell, A. (2020). Speaking Volumes: Professional Development through
Book Studies. American Educational Research Journal, 57(3), 1014–1044.
Marzano, R.J. & Simms, J.A.
(2012). Coaching classroom instruction. Marzano Research Laboratory:
Bloomington, IN.
TEDx Talks (2020, January 23).
Servant leadership: How to lead with the heart? | Liz Theophille | TEDxSaclay
[Video File]. Youtube. https://youtu.be/vZ0gave2WJc
"yellow card for the
coach" by woodleywonderworks is licensed under CC BY 2.0
No, we are not talking about that kind of coach. We are discussing an instructional coach. You know, the coach that helps you begin to be an innovator. Are you a little lost? Here, let me bring you up to speed. All educators are somewhere on the spectrum of effective teaching levels. Educators take a self-assessment to determine a current teaching level, and this will allow "a coach to pinpoint specific components of a teacher’s knowledge and skill and give helpful feedback" (Marzano & Simms, 2012, p. 155). The model of effective teaching places educators at differing levels based upon the educator's self-assessment. “This self-rating provides an initial snapshot of a teacher’s strengths and weaknesses" (Marzano & Simms, 2012, p. 155). It might be a little hard to grasp at first, but it is kind of like a baseball diamond. Please permit me a baseball analogy.
There are five levels in the effective teaching model, and these fit very well in a baseball analogy. The five levels are; Not Using 0, Beginning 1, Developing 2, Applying 3, and Innovating 4 (Marzano & Simms, 2012). When a batter is stepping up to the plate to receive their baseball pitch, this corresponds to the Not Using level. The educator/batter does not yet possess any skills and must attempt a teaching strategy. The coach and educator must select growth-goals and discuss research, theory, and teaching strategies. When the batter/educator reaches first base, this would be the Beginning level. Again, a coach would take this opportunity to discuss teaching theory and research to assist the educator in attempting teaching strategies. The coach directs the educator toward reaching their growth goals by correcting any teaching strategy errors. With the second base/Developing, the educator begins to develop the knowledge they have received. Third base/Applying, the coach will assist the educator by directing the educator’s focus on teaching strategies to elicit the desired student reaction from a teaching strategy. With the score at home plate or Innovating, the educator can incorporate multiple strategies within a teaching session and perform the teaching strategies well. We all want to score a home run, and with the proper coaching, it is possible. The video below provides a teacher perspective of using the Marzano evaluation model.
All this hard work between the educator and the instructional coach is to enhance positive student outcomes. Digital learning strategies and instructional coaching must intertwine. One technique I found fascinating was the bug-in-ear (BIE) method of coaching for educators. “BIE coaching provides real-time, immediate feedback and support, while an adult works with a student or group of students” (Rosenberg et al., 2020, p. 410). The BIE utilization will allow instructional coaches to assist educators in the classroom without disruption, help them develop new skills, and learn new teaching strategies. There should be no question that “real-time coaching has been firmly established as an effective tool in helping educators learn how to implement evidence-based practices” (Rosenberg et al., 2020, p. 429). The video below discusses the importance of real-time instructional coaching.
I believe the weaving of new technology and instructional coaching will yield positive outcomes. Using BIE will allow educators to incorporate new technologies and strategies with an instructional coach’s assistance monitoring the teacher’s progress in real-time. Honestly, there has never been a better time to be an instructional coach.
CT3 (2016, February 19). How Teachers Feel about Real Time Teacher Coaching (RTTC) [Video File]. Youtube. https://youtu.be/xdqsKXXnD_M
LearningSciencesInt (2012, January 25). Rebecca Shultz - Teachers view of the Marzano Teacher Evaluation Model [Video File]. Youtube. https://youtu.be/yyrPsBQEFWA
Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzano Research Laboratory: Bloomington, IN.
Rosenberg, N. E., Artman-Meeker, K., Kelly, E., & Yang, X. (2020). The Effects of a Bug-in-Ear Coaching Package on Implementation of Incidental Teaching by Paraprofessionals in a K-12 School. Journal of Behavioral Education, 29(2), 409. https://doi-org.ezproxy.montevallo.edu/10.1007/s10864-020-09379-1
The old adage, nobody is perfect, applies to instructional coaches. It is this understanding and the humility of adopting this belief that makes a great coach. To lead others, you must be willing to follow. In my opinion, the coaching process is a guide to assist someone in attaining a goal or purpose. Instructional coaching essentially "focuses on personalized goals that are directly generated from, not opposed to, the needs of teachers" (Desimone & Pak, 2017, p. 8). This assistance will provide a coach with information/data providing what worked to achieve a goal and what the coach can do to replicate this process of assistance to others. In my belief, the individual being assisted actually assists the coach in becoming better at coaching. I wonder how many coaches believe the individual they are trying to help can't be helped. It seems to me coaches should be saying, what am I not communicating to this individual toward attaining their goal. Better yet, coaches should be evaluating if the miscommunication or guidance is directly associated with the coach's influence. The video below lists the qualities of successful instructional coaches.
I am drawn to the idea that instructional coaches must conceptualize the dynamic of the coach and the individual they are assisting. The coach does not exist without the individual they are coaching. It is in this symbiosis that understanding occurs by realizing "all energy moves in cycles—the energy in a classroom, in a school, and in our education system is in some phase of a cycle" (Aguilar, 2013, p. 54). While multiple sources may agree that the individual's desire to seek assistance from a coach weighs heavily on successful coaching, perhaps coaches need to request what they give to others, feedback. When it comes to feedback, "one of a coach's most important functions is to provide teachers with feedback on their performance" (Marzano & Simms, 2012, p. 10). Equally, perhaps the coach needs feedback from the teachers they assist in evaluating their own skills.
Research shows the validity of instructional coaching, but there are still many challenges. Instructional coaching intertwines research-based findings of professional development practices by the "fulfillment of five key features of effective teacher learning—content focus, active learning, duration, collective participation, and coherence" (Desimone & Pak, 2017, p. 8). While these five features clearly define the advantages instructional coaching can offer, they make no suggestion for the instructional coach to mitigate the deficits they might face. I believe the instructional coach will inevitably deal with educators unwilling or unable to participate in coaching sessions due to time constraints. Also, the cost of removing a teacher from the classroom to comply with coaching sessions demands that administrators understand the value of this type of professional development. Administrators may not always act with fidelity to district initiatives to include instructional coaching. If an instructional coach is selected without regard for their skill level, they may demonstrate "less subject-matter knowledge than those they are hired to instruct, and they end up being less successful" (Desimone & Pak, 2017, p. 6). Instructional coaches will provide the professional development educators need as long as they adhere to their blueprint for success.
I agree with many researchers' desire to create a blueprint for interaction between the coach and the individual they are assisting. Marzano & Simms (2012) describe the features of an effective instructional coaching relationship, "(1) establishing a model of effective teaching, (2) using a scale to measure teachers' progress, (3) conducting a self-audit, and (4) establishing a coaching perspective" (p. 19). I humbly want to add what I feel is the most significant feature, yet not listed, a personal relationship. Over time, the relationship between the coach and the individual they are assisting must be developed into a relationship of trust, amicable behavior, and the highest of professional ethics. Anything less than the highest ethical conduct by a coach will destroy any assistance they wish to provide. As long as instructional coaches receive the feedback they need, instructional coaches will get better and so will the educators they serve.
References
Aguilar, E. (2013). The Art of Coaching: Effective Strategies for
School Transformation. Jossey-Bass: San Francisco, CA.
Desimone, L. M., & Pak, K. (2017).
Instructional Coaching as High-Quality Professional Development. Theory Into
Practice, 56(1), 3–12. https://doi-org.ezproxy.montevallo.edu/10.1080/00405841.2016.1241947
Eduro Learning (2019, January 3). 6
Qualities of a Successful Instructional Coach [Video File]. Youtube. https://youtu.be/ZfZIW8Wg4H4
I am at the end of one course and headed to another, yet what have I learned? I learned why my students enjoy the competitive use of digital applications. It is an excellent thing that "modern education is increasingly taking place in a multimedia environment and relying on multimedia teaching and learning" (Stanković et al., 2018, p. 107). The Quizlet live game played above is from my twitter feed a few years ago. This lesson incorporated the use of Chromebooks, handouts for vocabulary, collaborative peer groups, and also including competition between peer-groups.
A common proverb is that even a blind squirrel can find a nut, but the problem is being able to reproduce success consistently. Now, I have the benefit of an established and organized set of stages: analysis, design, development, implementation, and evaluation. Yes, the A.D.D.I.E. model. If you are unfamiliar with the full process, you are in luck. The entire text for the A.D.D.I.E. model is available online called ADDIE: Explained. This method assists in creating successful instructional designs from the very beginning until completion.
I now realize the benefit of providing multiple learning channels to accelerate learning and engagement. The verbal and nonverbal channels, when intertwined, "take in information and, if the information can be separated during the intake stage, they assist each other in knowledge acquisition" (Rithzaupt et al., 2017, Design, Multimedia Learning, para. 1). Someone out there is saying, "He's talking about cognitive load theory!" Yes, I am. Have you ever wondered why some students have trouble with just reading the textbook? Here is why, "if information is only being registered on one channel, there is a high likelihood of overloading, which will decrease knowledge acquisition due to cognitive load" (Rithzaupt et al., 2017, Design, Multimedia Learning, para. 1). I believe I was that student long ago, which is even more incentive to provide additional supports to promote the acquisition of knowledge, not just the information. I truly believe the "implementation of multimedia in the teaching process leads to an increase in the active participation of students on time, facilitating interactive learning and improving success" (Stanković et al., 2018, p. 113). If you want a better understanding of the instructional design process, I recommend reading the ADDIE: Explained text. This model promotes organization and allows users to better define the goals or outcomes desired right when you begin your design process. This way, we are more likely to accomplish success. Think, aim small, miss small.
If you are wondering how I used the A.D.D.I.E. model, I created a tutorial for Google Classroom. Many teachers use Google Classroom for distance learning, and I know not everyone is familiar with using the Google application. In the same way, the ADDIE: Explained text is free and online, and I am placing my Google Classroom information online. Please feel free to distribute the data as needed. Please click this link to view the Google Drive information Instructional Design Google Classroom.
Curran says, "Keep on the lookout for more blog posts!"
References
Denney, D. [DenneyPBL]. (2017, January 20). Total concentration on weekly vocabulary by my students (9th grade world history). The Quizlet live CHAMPS. Great Job!! #exceptional [Thumbnail with link attached] [Tweet] Twitter.https://twitter.com/i/status/822567156860813312
Mary Hall (2017, September 22). Instructional Design Video: ADDIE Model [Video File]. Youtube. https://youtu.be/3CQ2NyosVvs
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved fromhttp://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
Stanković, Z., Maksimović, J., & Osmanović, J. (2018). Cognitive Theories and Paradigmatic Research Posts in the Function of Multimedia Teaching and Learning. International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE), 6(2), 107–114.https://doi-org.ezproxy.montevallo.edu/10.5937/ijcrsee1802107S
On your mark: Did you analyze and create your instructional goals?
Get set: Did you get all the necessary materials to complete your instructional design?
DON'T GO: At least not yet. It is time for you to enter the development phase. Now you edit, test, and, if possible, weave technology into your nearly completed instructional design plans. Hopefully, you get the approval to implement.
If you are wondering why the two people above are smiling, they are part of the Pear Deck family. What's so special about that? The collaborative learning possibilities are endless with Pear Deck. Instructional designers understand the need for collaborative authoring tools utilized in digital formats because "social learning is playing an increasingly important role in online learning" (Rithzaupt et al., 2017, Development, Authoring Tools, Social Learning Tools, para. 1). I have not used Pear Deck for my lessons yet, but I have been playing with the application for a few days. This application stands out to me as being a game-changer for instructional designers in the future. Take a look at this informative video concerning Pear Deck below.
One look at the possibilities of Pear Deck had me wondering about combining the Google Slide presentations I have already created. Can I use my Google Slides with Pear Deck? Yes, I can! With a little bit of editing, the existing drab presentations can become epic, collaborative, and engaging instructional design. Right, I seem a bit too excited, but that is because you don't know the tons of Google Slides presentations I have in my Google drive. The world is going to be changing in my instructional design now and in the future. This type of application allows me to combine materials from my prior design phase and creatively edit the instructional materials during development in preparation for the implementation phase. Since I use Google Slides for presentations, the individual slides become a digital form of storyboards to be manipulated in placement, adding instructional videos where applicable, or using Pear Deck to check for understanding during training collaboratively. "Testing and editing plays a crucial part of the development phase of instructional design" (Rithzaupt et al., 2017, Development, Testing and Editing, para. 1). Incorporating all the materials together into a well-formed instructional unit is emblematical of the development phase in instructional design. Still, for designers willing to integrate technology in the development phase of their instructional designs, the future is bright.
The main idea of the development phase of instructional design is to test and edit instructional materials before implementation thoroughly. The goal is to have an instructional design development process using "guidelines that encourage instructors to create a flexible, equitable learning curriculum that meets the needs of a diverse body of learners without the need for customization or retrofitting" (El Mhouti et al., 2017, p. 207). This instructional design study also points out that online educational experiences are increasing. Instructional designs will need to transfer from a more traditional face-to-face format to the digital arena in the future. This movement to an online digital form can be limiting for those designers opposed to technology integration. Still, for those designers willing to integrate technology into their instructional designs, "there has been an increased emphasis on hiring faculty/instructors that are comfortable teaching online and teaching with technology" (El Mhouti et al., 2017, p. 222). My goal is to incorporate technology as much as possible into my instructional designs, and further my knowledge of educational technology applications when possible. Pear Deck is an excellent addition to my educational apps' repertoire, and I hope you take advantage of it as well in creating your instructional designs. Remember, when you are done in the development of your instructional design, get confirmation from others in your team or administration that all goals are met and you are ready for implementation. Then, on to implementation!
References
El Mhouti, A., Nasseh, A., Erradi, M., & Vasquèz, J. M. (2017). Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents. Education and Information Technologies, 22(5), 2351–2364.
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). Development. ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
Have you ever been in a professional development session and hated the experience? Except for you not feeling well that day, it could have been the instructor's fault, not yours. It is not always a given that explaining a process or going over a process with pictures reaches the instructor's learning goals for those in attendance. So, how do we make sure that doesn't happen to us when we are the instructor? Take a step back, and begin by paying careful attention to designing your instructional plan. "The first step in designing effective instruction is to think about exactly what type of learning needs to occur" (Rithzaupt et al., 2017, Design, Determine a Purpose, para. 1). There is no need to spend thirty minutes describing how many ways individuals can do the same thing; we must streamline the process. We must supply our information using instructional design.
We need to decide what type of learning is required and how in-depth the knowledge should become. Does a person need to know where a gear fits in a car if their position requires them to place metal in a form to create a gear? No. In the preceding example, the degree of knowledge needed does not require knowledge about where the gear goes in the car. Simplified, direct your instructional design toward well-defined objectives for learning. "Creating specific objectives is an important step to make sure the curricular material will help the learners achieve the goals defined in the goals analysis, as these objectives will specifically describe the final goals" (Rithzaupt et al., 2017, Design, Writing Objectives, para.1). The way you are reading this might lead you to believe I am an instructional design guru. Regrettably, this is not so, but I'm always learning by reflecting on my instructional designs' successes and failures.
I have trained teaching staff from many schools in my district, and I can recall issues that I could have prevented and those that were a complete success. In truth, the more time you spend designing your learning objectives, the more solid ground you will have on how to develop your plan. I can not stress enough, that an "instructional designer must examine the learner's current knowledge and base the course of instruction to guide the learner from his or her current state" (Rithzaupt et al., 2017, Design, The Posner and Strike Sequencing Schemes, para.1). In my experience, teaching educator's how to use Google classroom seemed a simple prospect. I came from a district where every student had a Chromebook, and educators used technology. My new school district primarily used textbooks and paper for assignments, and therefore some teachers were far more knowledgable than others using technology. Imagine having teachers ranging from expert to novice, and teaching a beginners course in Google classroom. Yes, this is differentiated instruction, but if more time would have been spent in the design phase learning about the staff needs, maybe those teachers at the expert level could have been excused from the training. It's all about the engagement of those in attendance. Well, it turns out none could escape the Google classroom training regardless of experience level. This beginner's training was two years before COVID 19, and I now realize the importance of this training for distance learning. I used two informational strategies to aid me through my process toward success: advanced organizers and multimedia instruction.
Always be conscious of time!
There are many things to consider when designing your instructional plans, and the guiding factor for me was time. How do I get enough information to those in attendance in one thirty minute session to best ensure positive outcomes? Through reflection and evaluation, I see the value of advanced organizers and multimedia instruction to my presentations. When we design our strategy for instruction, we must "focus on the specific messages being sent to the learner" (Rithzaupt et al., 2017, Design, Instructional Strategy Evaluation, para.1) The advanced organizers provided a guide to how the presentation would proceed and the organizer had examples of the content as well. Using advanced organizers allowed me to target the exact knowledge and behaviors needed for success. Multimedia instruction allowed me to keep the engagement of those in attendance. The best description of how to accomplish a sound multimedia strategy is to ensure both images and sound intertwine with instruction. When "an image is used to support verbal explanation, the mind makes sense of them by creating and then integrating two representations of the content" (Hughes et al., 2019, p. 58). Educators must use verbal and nonverbal information and "provide learners with information that activates both channels instead of one" (Rithzaupt et al., 2017, Design, Multimedia Learning, para.2). Scientifically speaking, the use of multimedia relates to "an increase in students' ability to process information from audio and visual stimuli through their working memory substations and into their long-term memory via schema will ultimately lead to its increased transfer and retention" (Hughes et al., 2019, p. 69). Translation, incorporate multimedia into your instructional design plans to increase retention of information. My design used both visual and verbal information displayed at the same time to enhance learning. The example below is from one of my presentations, and the title is hyperlinked if you would like to view more.
Denney, D. (2020). Google Classroom Presentation [Google Slides]. Retrieved from https://docs.google.com/presentation/d/1rdJtLwWOYWD48xGIzR9HJDGFTc-t2uJG722bUx2EAkE/edit?usp=sharing
Hughes, C., Costley, J., & Lange, C. (2019). The effects of multimedia video lectures on extraneous load. Distance Education, 40(1), 54–75. https://doi-org.ezproxy.montevallo.edu/10.1080/01587919.2018.1553559
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). Design. ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
