Doctorate of Education

Sam Houston State University

Instructional Systems Design and Technology

This academic dossier is a culmination of work in partial fulfillment of a Doctorate of Education in Instructional Systems Design and Technology from Sam Houston State University.

The subsequent paragraphs include my goals for future educational research within the field of instructional technology and design. My experiences in the capacity of an instructional technology teacher laid a foundation of how challenging effective educational technology can be to develop and implement, especially in mass proportions such as in our school district; also, the complicated role of what an instructional technology teacher does. I believe my work experience from 2012 to the present is located on a border town with over 95% population of Hispanic, English Language learners, has allowed me the knowledge to understand the populace and meet their needs. In addition, my ITSD coursework on leadership, learning design, and professional development are interrelated topics that believe me to be proficient in this focus area. ITSD is a multidisciplinary field that encompasses how to utilize technology to maximize efficiency. Therefore, my work, while primarily focuses in the education sector, has value in other fields of study.

Professional Goals

My professional goals for scholarship, learning design, and service were centered on improving the quality of education for Hispanic, English language learners through the exploration of the effects of interactive mobile technology. I aimed to identify how software interventions can improve learning and provide research-based practices as a means for supporting schools where Hispanic, English language learners are at a greater risk of low academic achievement. My goal was to design and implement effective interactive mobile technology and software interventions to increase student engagement and academic achievement. I have contributed to this endeavor by designing listening and speaking student practice modules utilizing interactive mobile technology and creating professional development for teachers. In the future, my career goals include to become a policy, records, and instructional technology coordinator. Eventually, I would venture to promote to a director position for a department to improve and training and technology processes.

Focus Area

Given my primary focus area is in instructional technology and design systems which support English Language Learners, the knowledge I believe I will need includes a comprehensive literature review of English Language learners, educational technology and best practices. My career goals include to design curriculum and professional development opportunities for teachers to improve utilization of instructional technology as it relates to students with limited English proficiency skills, and practicum for improvement. This goal is beyond the extent of what I may accomplish during my dissertation. However, my doctorate program contributed to this plan founded on the competencies expected to be acquired through the program.

At this time, my dissertation study consisted of the following elements:

A literature review that defines and describes Language Acquisition Theoretical Models that pertain to best practices for educational technology interventions, specifically Stephen Krashen Theory of Language Acquisition-comprehensible input and output (Jarvis & Krashen, 2014; Krashen, 2008; Koura & Zahran, 2017; Rodrigo, Krashen, & Gribbons, 2004; Stairs-Davenport & Skotarczak 2018) and Vygotsky Sociocultural Theory of Language Acquisition-scaffolding (Anderson, 2018; Castrillon, 2017, p. 92; Koura & Zahran, 2017; Stairs-Davenport & Skotarczak 2018 ). This effort will formulate the foundation and guide my dissertation research.
A further review of literature that elaborates on current screencasting software programs utilized in the K-12 sector, including the positive potential and challenges of current approaches of such digital technology tools to enhance second language development, especially for the speaking modality.
A research analysis based on the literature reviews described above that evaluates the effectiveness of a specific interactive mobile technology program for second language acquisition. The result would increase awareness of the challenges and best practices of current procedures, practices, and tools for integrating educational technology in language learning.
An analysis and synthesis of the research described above which measures the potential approaches of purposeful educational technology through language acquisition theories. I anticipate these techniques will support and enhance established instructional methods and provide practical alternatives.

Breadth and Integration

Throughout our coursework, I was exposed to and explored theory and practices related to instructional technology and design systems that is vital to the success of a candidate in a doctoral program. In our primary courses, Issues in Instructional Technology and Distance Learning, I have researched and evaluated the meaning of the field, developed a vision for learning, identified the wide-berth of career options, and reflected on important characteristics of how learning takes place in different, online settings. One of the key foundational understandings of ITDS, is how I define the field as this relates to my application of principles in my future research.

Defining the Field

What is Instructional Technology and Design Systems? This field allows professionals in the field to bridge learning from valuable past research and theories, and encourages advancement in the future “using IDT (instructional design and technology) foundations and the philosophy of ET (educational technology)” (Ipek & Ziatdinov, 2017). It is a term based on systematic founding principles of past labels, with enough flexibility to promote learning in various forms. As Schiffman (1986) stated, “ISD (Instructional Systems Design) is a blend of psychology, education, communications, management, systems theory, and social science” (Schiffman, 1986, pg. 18). Given the purpose of instructional design and educational technology is to engage learners and promote knowledge with skill retention and application. Furthermore, as Gagne proposed, “conditions of learning are unique to each learning outcome, [and] there are conditions of learning that facilitate the process of learning in general” (Reiser & Dempsey, 2018). The label of instructional technology and design systems is a title that facilitates the challenge of personalizing the methodology for the organization to achieve their goal. As stated by West (2014), “many of these [educational technology] scholars concentrate their publications in one or two journals, perhaps limiting the overall influence they could have by dispersing their ideas more widely” (West, 2014, pg. 554). By labeling the field as anything less, we are by definition, compartmentalizing the field, and thereby placing a limit to the direction the field can and will take in the future.

These conclusions bring focus to an overwhelming environment of literature, research, and evaluation. Furthermore, my other courses in Leadership in Technology Administration, Instructional Planning, and Professional Development provided opportunities to internalize what type of leadership skills are required and important contextual and social influences to designing effective, research-based curriculum.

Leadership Manifesto

A leader is not just an occupational role, rather it is an evolving commitment to improve yourself and your organization.

All of our coursework, research, and instruction are like little puzzle pieces designed to create a picture of what instructional design really entails...regardless of the chosen industry, the organization and its potential lies in the potential of the people. Howard Behar discussed how a leader must dedicate themselves to a mission that improves their people. In doing so, everything else: profit, success, innovation, and everything else will fall into place (Carmichael, 2018).

Therefore, the importance of understanding culture and environment is, if anything, MORE IMPORTANT to the efficacy of instructional design (ID) than what I believed before. Effective leadership is the answer to meet the challenges of personalizing methodology for an organization to achieve intended goals. “Change is heavily influence[d] by power, culture, and politics” (Hussain, Lei, et.al, 2017; Salem Press, 2013).

How do you create change?

Start with a baseline-knowledge of where you are and identify the vision of the project. Consider what leadership tactics achieve more through movement beyond an orientation of power and dependency, towards collaboration and service relationships that focus on partnerships (Azzarello, 2016; Carmichael, 2018; Taylor & Lynham, 2013). This also coincides with research on motivation and volition regarding human performance, and reminds us to formulate projects and assignments strategically through teaching, mentoring, coaching, and open communication is one way to foster that (Case, 2016; Chaleff, 2015; Comey, 2018; Kunich & Lester, 1999; Mason & Simmons, 2012; Reiser & Dempsey, 2018; Song, 2016; Stefaniak, 2017). The manifest leadership styles that put principles and people first, including: ethical leadership, servant leadership, team leadership, situational leadership, and transformational leadership, strive to bring out the best in people given in complicated situations, which I feel are vital to ITDS (Bledow, 2017; Caniels, et.al., 2018; Chaleff, 2015; Comey, 2018; Kunich & Lester, 1999; Mason & Simmons, 2012; Palanski et.al., 2015; Penny, 2017; Stefaniak, 2017; Sturges, 2012; Taylor & Lynham, 2013; Turaga, 2017; Vecchio, 2007).

Additionally, my courses in Educational Network Design, Program Evaluation, Technology Sustainability, and Qualitative Analysis presented procedures and challenges of implementation of instructional technology systems and identified the importance of purposeful design and evaluation analysis to create effective projects. These courses highlighted the various roles an instructional designer has, and how stakeholders affect projects. Also, Instructional Technology Research Methods and Statistical Analysis provided opportunities to experience the research process and proposal writing practice for my dissertation.

Finally, my Doctoral Internship in Summer 2019, with the department of Curriculum and Instructional Technology allowed me the opportunity for learning design and service. During this time, I was able to conduct various professional development sessions for teachers on designing interactive mobile technology materials such as Google Certification Level 2, Screencastify, and Coding Robotics.

Examination of Relationships

As I begin to apply second language acquisition (SLA) theories and instructional design models for effective instruction, I am achieving the intended goal of engaging learners and promoting knowledge and skill retention of SLA. The relationship between second language learning and instructional design is two-fold as each requires a systematic approach to effective implementation. In order for organizations to create and develop programs to address language proficiency, the appropriate theoretical framework that matches the learning context is necessary to guide the practical application. In my on-going research, I am being exposed to specific learning contexts, unique to my demographic and geographic location, which assists me in identifying strategies to facilitate the learning process further. Specifically for my research topic, scaffolding and comprehensible input and output theories are vital to determining potential intervention strategies that utilize instructional technology. Simultaneously, having a clear understanding of instructional design and educational technology frameworks allows me to be cognizant of the process for what conditions are ideal to achieve learner success.

Competencies Achieved and Plans of Action

Although I have garnered much knowledge and experience in the learning design and service competencies, as presented in the following pages, I feel I need to continue developing in the scholarship competency. My current experiences in K-5th evaluating student language development with instructional technology initiatives and continuing research of literature on second language acquisition provide me with ample understanding of service competencies and especially learning design. However, I feel that while I have submitted several grant proposals, I have yet to have a major one accepted. In addition, I have submitted, several journal articles, which were rejected for publishing. Nonetheless, I have had a book chapter version of my dissertation published. I look forward to continuing my research and publishing more articles in the future.

References:
Bledow, R., Carette, B., Kuehnel, J., & Bister, D. (2017). Learning from others’ failures: The effectiveness of failure stories for managerial learning. Academy of Management Learning & Education, 16(1), 39–53. Retrieved from http://search.ebscohost.com/
Case, S. (2016). The third wave: An entrepreneurs vision of the future. New York, NY: Simon & Schuster.
Chaleff, I. (2015). Intelligent Disobedience : Doing Right When What You’re Told to Do Is Wrong (Vol. First edition). Oakland, CA: Berrett-Koehler Publishers.
Comey, J. B. (2018). A higher loyalty: Truth, lies, and leadership (1st ed.). New York, NY: Flatiron Books.
Ipek, I., & Ziatdinov, R. (2017). New approaches and trends in the philosophy of educational technology for learning and teaching environments. European Journal of Contemporary Education, 6(3), 381. Retrieved from http://search.ebscohost.com/
Jarvis, H., & Krashen, S. (2014). Is CALL obsolete? Language acquisition and language learning revisited in a digital age. TESL-EJ, 17(4), 1–6. Retrieved from http://search.ebscohost.com/
Krashen, S. (2008). Language education: Past, present and future. RELC Journal, 39(2), 178.
Kunich, J. C., & Lester, R. I. (1999). Leadership and the art of mentoring: Tool kit for the time machine. Journal of Leadership Studies, 6(1–2), 17–35. https://doi.org/10.1177/107179199900600102
Mason, G., & Simmons, B. (2012). Stewardship and higher education leadership. Global Education Journal, 2012(1), 105-114. Retrieved from http://search.ebscohost.com/
Palanski, M., Cullen, K., Gentry, W., & Nichols, C. (2015). Virtuous leadership: Exploring the effects of leader courage and behavioral integrity on leader performance and image. Journal of Business Ethics, 132(2), 297–310. https://doi.org/10.1007/s105
Penny, S. M. (2017). Serving, following, and leading in health care. Radiologic Technology, 88(6), 603-620.
Reiser, R.A., & Dempsey, J.V. (2018). Trends and issues in instructional design and technology (4th ed.). New York, NY: Pearson Education.
Roblyer, M. D. (2015). Introduction to systematic instructional design for traditional, online, and blended environments. Upper Saddle River, NJ: Pearson Education.
Rodrigo, V., Krashen, S., & Gribbons, B. (2004). The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System, 32(1), 53–60. https://doi.org/10.1016/j.system.2003.08.003
Schiffman, S.S. (1986). Instructional systems design: Five views of the field. Journal of Instructional Development, 9(4), 14-21.http://www.jstor.org/stable/3220829
Taylor, R. G., & Lynham, S. A. (2013). Systemic leadership for socio-political stewardship. South African Journal of Business Management, 44(1), 87-99.
Turaga, R. (2017). What maketh an effective leader? IUP Journal of Soft Skills, 11(4), 65–74. Retrieved from http://search.ebscohost.com/
Vecchio, R. P. (2007). Leadership: Understanding the Dynamics of Power and Influence in Organizations, Second Edition. Notre Dame IN: University of Notre Dame Press, 2007.
West, R. E., & Borup, J. (2014). An analysis of a decade of research in 10 instructional design and technology journals. British Journal of Educational Technology, 45(4), 545–556. Retrieved from http://search.ebscohost.com/

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