Identify a problem that hinders learning opportunities in the classroom, research socio-cultural theory and practices in instructional technology to understand and implement effective training to reduce or eliminate the problem.
Reflection
I began the Instructional Technology program with little understanding of the philosophical and historical context that I would soon be learning. Within the first semester, I quickly realized how relevant and comprehensive this field of study would be. Discussions about learning contexts, learner characteristics, needs assessments, prerequisite skills, instructional design strategies, etc. sparked my interest in implementing change at the seminary where I teach. I remember hoping that this program would provide relevant practice in my professional life and I was not disappointed. My goal to identify a problem that hinders learning opportunities began while studying learning contexts and analyzing my seminary program for change. I had high hopes that studying the socio-culture of instructional technology would help me eliminate problems in my classroom. I invited colleagues to observe my classes and surveyed students to help me focus my efforts. Throughout the first semester my first program goal was solidified. I decided I wanted to somehow help eliminate the distractions of mobile devices in class.
In ITEC 5160 Introduction to Instructional Design, I began to develop my instructional design (ID) process and model for mobile devices in seminary (see ID attachments). This introduced me to a new world of development and design. Working through the Smith and Ragan (2005) text that I was introduced to helped me understand the extensive ID process to better analyze and implement change. This was a long, challenging experience and I felt a small degree of what a professional instructional designer might feel on a time crunch. As I evaluated the need for better training with mobile devices in the classroom I did not anticipate all the procedures and adjustments that I would need to make for a successful design. This project was a solid foundation to helping me meet my goal.
Throughout the next few years I researched theories and methods regarding engaged technology learning. In ITEC 5010 I discovered more of the history of media learning in my position paper (see Position Paper attachment). This study broadened my perspective and helped me see the need to harness the power of teaching with media intelligently by practicing principle-based methods of instruction. In the same class, I also explored digital game-based learning for my literature review project (see LR attachment). Although these were supporting works, I have begun to implement some of these practices and see how the numerous learning possibilities with mobile devices can reduce the distraction by using them to enhance learning. In ITEC 5020 Distance Education I reviewed a book about teaching millennials with technology and found many strategies to incorporate in my training instructional design process (see Book Review attachment).
My journey through this process was capped off with an extensive case study for organizational change that I completed in ITEC 5550 Theory of Change (see CS attachment). This project helped me analyze my professional setting to propose and implement the educating and training of students, so we as teachers, can better regulate the use of cell phones in class. By examining the stake holder analysis, force field analysis, project road map, driving forces, restraining forces, adoption of the change, etc. from Rogers (2003), I began to understand the necessary components to implement this change. While I have not yet arrived at the perfect balance of teaching with mobile devices, I have met my goal at reducing their distraction. There is still more that can be done but I have seen gradual improvement over the last three years. Students are less distracted and more involved. In the lessons, my students are using their phones in more meaningful ways. They use apps like Gospel Library, Doctrinal Mastery, Notes, Kahoot, and Google. They take pictures, listen to music and watch videos. They engage and collaborate on discussion boards and social media sites. Even the perception of mobile devices has changed. They have become a learning tool instead of a hindrance. Seeing the beginning stages of this change compared to the distraction that it once was, has been a satisfying experience. It will be expected that I will need to continue to learn, adapt and progress to be able to see these successes in class.
References
Rogers, M. E. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley.
Artifacts
Spring 2015- ITEC 5160 Instructional Design, Personal ID Model
Spring 2016- ITEC 5010 Literature Review, Position Paper
Fall 2016- ITEC 5020 Book Review
Fall 2016 -Case study for mobile devices ITEC 5550