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"INSTRUCTIONAL TECHNOLOGY"
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Framing Policies and Procedures to Include Digital Literacies for Online Learning During and Beyond Crises
We are approaching the 20-month mark on the historic closure of school buildings and the move to remote instruction doe to the COVID-19 pandemic. Public health directives currently allow options for remote, online, blended, and fully in-person educational delivery in some parts of the world, but there is still a need for precautions and vigilance. Due to these circumstances, the need for policies that support online and digital learning has increased. This column argues for the need to consider digital literacies as part of comprehensive plans for online learning inside and outside of pandemic. The author provides background information on the various levels of preparation for pandemic learning in various US states, familiarizes readers with some current plans in state legislatures about online learning, and theorizes how digital literacies might be included in policies moving forward.
Journal Article
The art & science of learning design
\"The Art and Science of Learning Design (ASLD) explores the frameworks, methods, and tools available for teachers, technologists and researchers interested in designing for learning Learning Design theories arising from findings of research are explored, drawing upon research and practitioner experiences. It then surveys current trends in the practices, methods, and methodologies of Learning Design. Highlighting the translation of theory into practice, this book showcases some of the latest tools that support the learning design process itself.\"--Publisher's website.
Book
Seasoned scholars’ perspectives on the core competencies, programs, research, and future directions of the field of instructional design and technology
Professional organizations and researchers in the field of instructional design and technology (IDT) have attempted to identify the competencies that IDT professionals should possess using a variety of methods, including a job announcement analysis, surveys, and interviews. While most of the previous studies identified the IDT competences based on practitioners’ perspectives or the content of job announcements or program websites, this study examined leading scholars’ perspectives on the IDT competencies, curriculum, research, and the current state and the future directions of the IDT field. Qualitative data were collected from semi-structured interviews with 21 scholars from 16 US universities who had considerable teaching experience in the IDT field. The results revealed ways to improve the IDT curriculum in addition to six core competencies for IDT professionals. Further, five themes related to research in the IDT field were identified, and seven themes related to the future directions of the field were identified. The results of the study provide faculty, researchers, and practitioners in the IDT field with unique insights on how to improve IDT programs to better prepare students for the future in this rapidly changing world.
Journal Article
Implementing a Digital Reading and Writing Workshop Model for Content Literacy Instruction in an Urban Elementary (K-8) School
This article describes how one urban elementary school's professional development workshop on technology helped teachers grow in their knowledge and practice of a digital reading and writing workshop model. Created in partnership with university faculty, school administration, and elementary teachers, this whole‐school professional development initiative enabled urban elementary school teachers to learn how to translate the workshop model to technology‐enhanced teaching practice. Significant elements of the professional development workshop included an opening, a minilesson, small‐group and independent work, conferring, sharing, and debriefing. Data sources included a preworkshop needs assessment survey, postworkshop evaluation surveys, and observational field notes. In describing the components for the professional development workshop and particular learning outcomes for the teachers, this article sheds some light on what is possible in supporting schoolwide technology‐enhanced teacher professional learning.
Journal Article
50 strategies for integrating AI into the classroom
\"Learn how to harness the power of AI in your classroom! This professional resource includes 50 easy-to-implement strategies for using AI technology as a tool for teaching. This book saves teachers valuable time with activities that boost literacy, content knowledge, and student engagement using AI tools.Written by a teacher who specializes in using technology in his own classroom, this professional book introduces artificial intelligence and the many ways it can help educators. These quick, accessible strategies for using AI academically and creatively can be used in any K-12 classroom. From sample prompts for AI to activities that support community building and fun, help teachers save valuable time and implement creative strategies with the tools in this resource!\"-- Provided by publisher.
BOOK
Healthcare simulation
\"With the growing use of simulation within the field of healthcare, Healthcare Simulation: A Guide for Operations Specialists provides a much needed resource for developing the roles and responsibilities of simulation operations specialists. The book illustrates the current state and evolution of the simulation professional workforce and discusses the topics necessary for the development of this pivotal role. The book promotes the value of simulation in healthcare and its associated outcomes while clarifying the operational requirements of successful simulations. Featuring numerous contributions from international experts, consultants, and specialists, Healthcare Simulation: A Guide for Operations Specialists presents advances in healthcare simulation techniques and also features:\"--Provided by publisher.
eBook
The Increasing Quest for Instructional Designers and Technologists in Higher Education and Corporate Settings
As recognition of the roles and contributions of Instructional Design and Technology (IDT) professionals has increased, so has the demand for their skills in the workplace whether in higher education institutions or business entities. However, there remains some ambiguity, especially in higher education, about who IDTs are and what they do. There are also questions about who is hiring them. This content analysis study of 250 advertised higher education and corporate IDT positions found no fewer than 9 job titles, 13 academic programs, 5 degree levels, work experience from 1 to 10 years, and compensation that ranged from an hourly pay to a six-digit annual salary. Required skillsets included not only technical and analytical expertise but personal qualities. This study was conducted to provide a current look at the employment opportunities for Instructional Designers and Instructional Technologists.
Journal Article