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.