Section VII: New Direction in Instructional Design and Technology

1. Distributed or e-learning Environments



Northside ISD has a Virtual Learning Community hosted by its Technology Services and managed by Technology Training and Development. The resources on this website were created for NISD staff and provides help and support for employees as they move towards becoming proficient in the use of technology. E-learning opportunities and instruction are available in the following areas:

Technology Training and Resources

• eInstruction
• Promethean
• Video Production
• OFFICE Applications (2003/2007/2010)
• ADOBE Applications

District Training Initiatives

• Administrator Dashboard Information
• SCHOOLMESSENGER
• GRADE BOOK Training
• SCHOOLNET CMS Training
• Tutoring Logs

Technology Services Professional Learning Communities

• LIBRARY TECH Community
• TECH APPS Community
• INFORMATION SVCS Community
• MS Principal's Visioning Institute
• LESSONS Collaboratory
• CAT Community
• CTF Community
• Resettlement/Newcomer Teachers
• Moodle Community

In my current position as a Special Education teacher I don't have the opportunities for e-learning for my students and with the staff. Because I work at a special campus and we have a unique student population the district does not keep us on a regular deployment schedule for technology, services and equipment. We usually get the technology needed to make our jobs easier or with the programs the district wants us to use rather than technology to use with the students. The assistive technology department provides teachers with that adapted devices that our students need to participate and be successful in class.

However when I become a school librarian I will benefit most from the e-learning opportunities available in the LIBRARY TECH Community. Those classes include Tough Librarians for Tough Times, NISD Librarian Forum, Library Standards, Elementary-Middle-High School Librarian Forums, and Weekly Library Tips.

As for e-learning opportunities for NISD students I notice that our district is currently hiring online math teachers. I have not heard to much about this program so I feel it might be a test-pilot program being initiated by the district. The online math teachers will be able to teach students at different campuses during the school day. I think it is a wonderful opportunity for high school students to experience online learning so if that is their only option for them to continue their education after public school they will have developed the skills, practice, applications and discipline needed to be successful in distance learning.

2. Reusable Design or Learning Objects

Learning objects using interactive whiteboard include interactive maps, manipulatives, games and templates. Learning objects allow students and teachers to exchange ideas. They contain interactive information built in multiple layers that can be compared, contrasted and enhanced. Maps and templates are preloaded with facts and can be expanded by students and teachers. Interactive game-show templates can be used to present new or review materials. Mathematical equations can be represented as a function machine allows for students to figure out a mathematical function governing the operation.

In my current position as a Special Education teacher I use learning objects at the most basic level. They are used for communication. I use them to tell a student what the next class activity is or when I want my students to choose between two activities. The lowest level of learning objects are physical objects (or the actual item itself). I use a ball to represent play, a book for storytime, a milk carton for drink, etc. The next level is a picture of the activity. I start with a actual photo of the item. If they can identify the activity than I try to use a colored-computer picture through the software Boardmaker by Mayer-Johnson. Through this software I can download and make thousands of words, pictures and sentences. It is through this software that would enable Special Education students with communication needs to use a communication board. My students have never been high functioning enough to use a communication board. I have used real objects and photos of items and locations in the community.

3. Rich Media

The use of rich media features in the creation of presentations and publications can truly enhance the content and the final result when teaching to students or presentating to staff members. Rich media can include audioclips, videos, flash animations, web and email links. Most people  prefer to watch a video than read from text format. Videos can be more pesuasive, engaging and convey complex points in an easy to understand way. Videos can appeal to people that typically skim over text.

In my current position I have been able to use rich media on my district webpage. Classroom newsletters, calendars, principal and district letters are included but I also provide links to resources and services offered by the school district and community non-profit groups. If there are special events being sponsored by organizations in the community, I try to find and include a video link so parents can see students like their children participating in the activities being offered. In one of my library classes I created a GLOG, online multimedia poster using Glogster. Glogs can include text, photos, videos, graphics, sounds, drawings, data attachments, etc. I can easily incorporate Glogs as part of my lessons in the library or an an extension of what is learned in the library by students. As a librarian I can use glogs for book talks and students can make them as a book review or to finish a unit done in the library. 

4. Emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.

In the library science graduate program I learned how to create, present, and apply technology skills in both my library and technology education courses. I learned about Web 2.0 tools and social media and how to integrate them in classroom lessons. I had heard of blogs and wikis but I had no concept of what they where and how they were being utilized in today’s classrooms. The technology projects I learned included making videos and downloading them to YouTube, creating and using a blog, wiki, Glogster, Pathfinder, Google survey, Jog the Web, Photo Peach, Picture Trail, Jing presentation, personal webpage, e-Porfolio, instructional gaming project, and a lesson plan using the ASSURE Model that tied all the skills related to integrating media and technology into instruction. In retrospect learned so many new skills and its applications in technology. A year ago our campus Computer Instructional Technologist (CIT) was displaced and because of my knowledge, ability, and confidence I stepped into the role of providing assistance with technology issues and problems. I am not an expert and don’t have all the answers but I have more faith in my abilities and I do not fear technology in the way I did before I started graduate school. I also find myself troubleshooting problems with other technology devices that I used to always refer to my husband for. Social media has also played a new role in my life. My only use for a mobile cell-phone was to make or receive a call, text, or play a game. Now with my knowledge of Google applications I used it for keeping up-to-date in this class by following my classmates’ blogs, reading their comments, and also contacting them when I had questions. 

Overall, I feel qualified to be a good teacher-librarian and technology-teacher in my district. I am confident in the education I received and I feel up to the task in being able to  handle the many roles and responsibilities of a library media specialist and being able to integrate Web 2.0 tools and emerging technologies in my future professional role.

Section VI: Getting an IDT Position and Succeeding at It

Before returning to graduate school, I was in my 11th year teaching Special Education to medically-fragile students with severe and profound disabilities. I enjoy what I do and has its many rewards but I knew that I would not be able to continue with the stress and physical demands of my current teaching position 10-15 years from now. I always knew I would return to graduate school to pursue a degree but I thought it would be in the area of adminstration. However in being employed on a small campus I was able to assume many administrative roles/duties as a teacher and collobate with specialists and administrators at the district level. It was then that I realized that if I became a Special Education specialist or administrator it would require a lot of time working in an office and I would no longer work directly with students. I would really miss that aspect of my job so it was with a lot of prayer and soul-searching that I decided I could have the best of both worlds if I became a library media specialist.

School Districts in Bexar County (NISD-color blue)

I am fortunate to work in the fourth largest school district in the state. The community supports education and voters overwhelmingly pass school bonds. This enables the district to open two to three new schools every year. However in working for such an elite and competitive school district there are more requirements for a classroom teacher to be considered for other teaching and/or support positions. While most districts in the state do not require a graduate degree to be a school librarian, my district requires a candidate to have three or more years of classroom teaching, state certification and a graduate degree in technology or library science. That is the reason why I returned to school and chose the degree in Educational Technology - Library Science (ETLS). There are 17 independent school districts in San Antonio and the surrounding Bexar County area but I do not plan on seeking employment in another school district.

WorkMatrix

In using the WorkMatrix I found that I am already working in the field that suits me best and I will continue to teach students and train staff. Since I am not a library media specialist, I contacted my librarian-mentor to help answer the Likelihood section of the chart. This allowed a more accurate perception of what the school district's expectations are for the role and responsibilities of its librarians. In the Economic Sector section I scored the highest in the field of Education. Public Service and Knowledge Industry closely followed. I think they all tie in with the role of a librarian. They provide and promote services to the community and use their expertise in helping patrons obtain the knowledge they seek. In the Type of Work section I scored highest on first level service (teaching and delivering training), which is the type of work I already do and did not expect it to change. However, I do have an interest in second level service (training trainers) and designing and developing instruction but it seems the district has librarian-specialists who are responsible for those areas. Lastly in the Features of Work section I scored highest in geographic location. I already live in the city and work for the school district that are important to me so no suprise there. As for high travel requirement, librarians are assigned to individual campuses so I would not be required to travel from school to school. This is perfect for me because I would rather not have to drive as part of my job requirement. I did show some interest in high starting income, high income growth and high promotion opportunity but I did not rate it high. The likelihood in those areas resulted in zero. It reflects that if those areas where really important to me in my professional career than I would not be in the Education sector. :) 

The WorkMatrixô is intended to help you describe the kind of work you want to do and the type of organization in which you want to work.  Rate each descriptor in the first column on Importance and Likelihood on a ten-point scale.  Multiply the rows to arrive at a Score in the final column.        http://gabrielleconsulting.com/workmatrix.htm

Type of Work	Importance	Likelihood	Score
First level service (Teaching, delivering training)	10	10	100
Second level service (Training trainers)	10	2	16
Third-level service (Designing instructional models)	5	0	0
Fourth-level service (Creating basic knowledge to inform third-level service)	0	0	0
Designing instruction	8	5 campus level	100
Developing instruction	8	5 campus level	100
Other
Features of Work
Geographic location	10	10	100
High travel requirement	0	0	0
High starting income	5	0	0
High income growth	5	0	0
High promotion opportunity	5	0	0
Other
Economic Sector
Education	10	10	100
Public Service; Foundation, NGO	8	10	80
Service Industry	0	0	0
Manufacturing	0	0	0
Knowledge Industry	8	10	80
Government	8	0	0
Other	0	0	0

WorkMatrixô 1999.  Copyright © 1999 Robert K. Branson, Ph.D. Professional Associates.

I feel the ETLS program at TAMU-Commerce has prepared me well for a career as a library media specialist. I am confident in my formal education and the technology skills I learned in graduate school. I was fortunate to have a district-assigned librarian-mentor during the entire course of my degree program. During my practicum (internship) I was also able to divide my time between two librarian-mentors, one at the elementary level and one at the high school level. I feel I need more experience working in a school library (informal training). I have the perfect opportunity to do this after graduation by volunteering at the high school where I did my practicum. The school library has evening hours and the librarian is responsible for holding the district's annual author and book event, Library Palooza, which is held in the Spring. Last year I was able to sit in on the Library Palooza committee meetings and help out at this event by being responsible in many assignments. This opportunity also allowed for me to network which I think is important in a school district as large as mine. I not only got to meet other school librarians but more importantly, meet librarian specialists who are responsible for the primary screening interviews for librarian-candidates. Most knew my name because of my mentors but during that time they were able to get to know me and I was able to show them my commitment and hard work towards a huge district library event.

Professional Organizations

School librarian career opportunities are few and far between. That is why it will be important for me to continue to learn and network by being a member in professional organizations and attending their workshops and events. 

Currently I am a student-member in the Texas Library Association (TLA). When I become a librarian I would also like to join the American Library Association (ALA), the American Association of School Librarians (AASL) and to keep current on the technology component of my profession, the Texas Computer Education Association (TCEA). When the annual TLA convention was held in San Antonio two years ago, I worked as a volunteer. Even though I was not able to attend the workshops, I was allowed to visit the exhibition hall. I was amazed at the wealth of information, services and products available for librarians. The next time the TLA convention is in San Antonio I want to attend the workshops. Attending professional organization workshops and being on their e-mail listservs will allow for me to stay current on trends and issues in the school library.

Two professional organizations I would choose to join from this chapter are the International Society for Technology in Education (ISTE) and the Society for Information Technology and Teacher Education (SITE). These organizations would help me stay current on educational technology and provide teaching, training and leadership support as a school librarian. ISTE seems the most appropriate organization as it is aimed towards K-12 teachers and includes media specialists as members.