"Have faith in the yourself and in the future."
― Ted Kennedy |
Reflection
I pursued a master’s degree to work on 3 primary goals: 1) to learn new design skills, 2) to explore new methods of communication, and 3) to produce relevant media that motivates and engages. As I reflect on my experience in the Instructional Technology program at Kent State University, I can say (with confidence) that I have achieved those goals and tacked on a few more in the process. A highlight of the program was becoming more aware of the role research has in the process of change. Not just in education but in every field. Research ties what has already been learned in the past to hypothetical and creative solutions that are in the present and future. Research, quite literally, turns the wheels of progress– from science to academia and everything in between. The simplified Science Cycle as described by Daniel Willingham has new meaning for me. (2012) Test > Observe > Theorize is a model I intend to use more frequently and with new appreciation for its ability to sift for good information and propel change. Another high point occurred as I prepared my portfolio. I feel privileged to be able to demonstrate the the ISTE standards and have a record of my ability to teach, work, and learn. I am proud to be part of a group that genuinely empowers learners to flourish on a global scale. The knowledge and skills I have gained in my coursework have already had an impact on the quality of work in my current role. I contribute this, in part, to the idea that proficiency in skills frees up space in your mind for creativity. In effect, the constraints of "how to do something" can no longer hold you back. I look forward to being able to apply what I know to new areas. While there is so much more to learn, I have acquired new methods that will guide me in finding solutions. I have also come to recognize the wealth of knowledge and support that can be found in our fellow students, peers, colleagues, and greater communities. With this degree I accept the responsibility of doing my best to be a positive role model. I am very grateful to those people who inspired me in this pursuit of learning. We inspire and motivate one another in ways that we do not know. It is often our efforts to simply do our very best that have the most impact in the world. I move forward with an M. Ed in Instructional Technology, a new perspective of the role of technology in education and learning, and a focus on how I can help improve and motivate learning. It is the search for ways to apply my skills that I know will be both challenging and satisfying. I plan to continue learning and researching both the theory and practice of instructional technology. More specifically, I hope to pursue the areas of educational psychology, motivation, and the hand/eye/brain connections that tie together my art and design experiences with my interests in cognition and learning. Jodi Robison Willingham, D. (2012). When can you trust the experts?: How to tell good science from bad in education. San Francisco: Jossey-Bass ____________________________________________________ Coursework Kent State University Summer 2014- fall 2015 GPA 4.0 ITEC 57411 Designing Visuals for Instruction EPSY 65524 Learning Theories ITEC 67403 Instructional Design ITEC 67420 Researching Current Issues ITEC 67432 Designing Multimedia for Instruction ITEC 67435 Virtual Reality ITEC 67437 Web Development for Educators ITEC 67438 Instructional Applications of the Internet ITEC 67439 Portfolio Review ITEC 57411 - DESIGNING VISUALS FOR INSTRUCTION Investigation of historical, cultural, aesthetic dimensions of instructional visual design. Focus on design of instructional visuals across media, including print, video, computer-based technology. Presentations, lab activities. Prerequisite: Graduate standing. 3 credit hours EPSY 65524 - LEARNING THEORIES Basic graduate-level introduction to the major perspectives on how people learn and think and the application of that understanding to practical learning situations. 3 credit hours ITEC 67403 - INSTRUCTIONAL DESIGN Enables students to design and develop instructional systems and materials using a systematic and research- and theory-based instructional design model. 3 credit hours ITEC 67420 - RESEARCHING CURRENT ISSUES IN INSTRUCTIONAL TECHNOLOGY Exploration of significant current issues in the field of instructional technology ,including latest research findings, use of newest technologies, instructional design issues, present state of the field and future directions. 3 credit hours ITEC 67432 - DESIGNING MULTIMEDIA FOR INSTRUCTION Focuses on the design, production and evaluation of computer-assisted instructional materials. Instructional design and research are applied to the development of software. 3 credit hours ITEC 67435 - VIRTUAL REALITY Virtual reality provides promise as a tool for educators. Students will learn to create and evaluate instructional applications. Activities will include actual production of virtual worlds as well as virtual experiences on the Internet. 3 credit hours ITEC 67437 - WEB DEVELOPMENT FOR EDUCATORS Provides an overview of basic website development and management in educational settings. Topics include HTML, cascading style sheets, dynamic webpages and database integration. 3 credit hours ITEC 67438 - INSTRUCTIONAL APPLICATIONS OF THE INTERNET Provides knowledge and skills needed to use the Internet effectively in instruction at all levels. Two major concentrations are computer-mediated communications and instructional Web site development. 3 credit hours ITEC 67439 - PORTFOLIO REVIEW Students modify projects and products developed in earlier courses to ensure highest quality. Students present results to faculty to show expertise in instructional design, virtual design, multimedia and World Wide Web development. 1 credit hour ____________________________________________________ Classes at Ashland University 2003-2010 Spring 2003- fall 2010 GPA 4.0 EDCI 432 Teaching Art Grades 7-12 EDCI 504 Instructional Technology Lab EDCI 505 Introduction to Instructional Technology EDUC 521 Technology for the 21st Century Teacher EDCI 561 Content Area Literacy and Learning EDUC 586 Effective Instruction EDCI 432 TEACHING ART GRADES 7-12 A course designed to provide the student with classroom instructional skills, methods, and strategies in teaching grades 7-12 specific to their chosen content area. To be successfully completed prior to the Internship. 3 credit hours EDCI 504 INSTRUCTIONAL TECHNOLOGY LAB This self-instructional lab provides students with the opportunity to gain hands-on experience with the basic operation of various instructional media. Students are required to satisfactorily demonstrate their skills with these operations. The basis skills included in this lab will provide the foundation for the integration on instructional technologies in field and methods courses. Concurrent registration with EDUC 586. 0 credit hours EDCI 505 INTRODUCTION TO THE PRINCIPLES OF INSTRUCTIONAL TECHNOLOGY This course offers students an introduction to the theories and principles of instructional technology. There are five main areas of focus in this course: 1. Research, theory and history of instructional technology; 2. Visual literacy 3. Evaluation of instructional technology (including information on design criteria); 4. The relationship of instructional technology to learning styles; and 5. Instructional computing experiences. To assist in developing a link between theory and practice, students will also have some hands-on experience with various forms of instructional technology and with problem-solving techniques appropriate to the media. 3 credit hours EDCI 521 TECHNOLOGY FOR THE 21ST CENTURY TEACHER This course provides teachers with an overview of online learning and introduces key technologies that may be utilized to be a more effective teacher and learner. The basic technology tools for everyday learning, researching, communication, and collaboration will be reviewed. 3 credit hours EDCI 561 CONTENT AREA LITERACY AND LEARNING This course is designed to provide teachers of older students to integrate literacy learning with content learning in all subject areas. The course will examine the unique role of content area teachers in supporting older students’ development of advanced levels of literacy. Participants will also learn theoretically supported instructional strategies that enable all students to use reading, writing, speaking, listening, viewing, and visual production as means to learn content. 3 credit hours EDUC 586 EFFECTIVE INSTRUCTION This course provides opportunities for students to explore and/or confirm their entry into a teaching field. Fundamental knowledge essential for a beginning student will be presented through the course knowledge, skills and disposition goals/objectives, and activities and experiences gleaned from the course. 3 credit hours |
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