NC Professional Technology Facilitator Standards
Standard 2.1: Instructional Technology Facilitators use effective pedagogy to infuse the curriculum with 21st century content and tools.
Standard 2.3: Instructional Technology Facilitators model, share, and promote effective principles of teaching and learning.
Standard 4.2: Instructional Technology Facilitators seamlessly integrate content-area curricula with 21st century content, effective pedagogical practices, universal design principles, and appropriate technology applications for all learners.
(NC Board of Education, 2012)
Requirements of the Artifact
This artifact had as its primary purpose the act of taking the author through the history, progression, and core fundamentals of instructional design. The exploration of various theories and models of instructional design were necessary, as well as requiring the author to make connections by comparing and contrasting similarities and differences among these theories and models. In addition, connections on real-world opportunities for application were made to the current workplace setting.
Connecting the Artifact and Standards
Using technology in education could be done in any number of ways. When considering the role of the instructional technology facilitator (ITF), it is pertinent to be very familiar with sound principles of instructional design. Technology is no substitute for good pedagogy. Brown and Green describe it this way: “To become a well-rounded instructional designer today, one must be able to take a broad view of the ideas and practices that define the field” (2016, p. 7).
This artifact takes the author through ID models that look similar to the fundamental ADDIE process of analysis, design, development, implementation, and evaluation. My IT newsletter specifically includes references to the Dick and Carey ID model, the Hannafin and Peck ID model, and even the emergent process of rapid prototyping (Bullock, 2017). These, in addition to the learning theories included in the artifact (behaviorist, cognitivist, constructivist, etc.), assist in shaping the author to be prepared to serve as an instructional technology leader in the educational arena. Beyond technological tools and resources, this artifact puts the focus on proper pedagogy and correct instructional design approaches, satisfying the identified standards required of a NC ITF (NC Board of Education, 2012).
Potential Improvements to the Artifact
There is a quite specific area I would prefer to improve upon, which is nested under the Learning Theories page of the IT Newsletter. The section on the cognitivist theory should include further details on the act of using assessments, and the practice of forgetting, as valid approaches to learning (Carey, 2010). My initial description focuses more on the cognitivist theory’s comparison to the constructivist theory, with a few examples following, but no mention of how assessments can be used as a learning tool or the place of forgetting in the learning process.
Career Goals and the Artifact
In a future role as an instructional technology facilitator, I would expect to apply knowledge of instructional design models and theories to crafting relevant and engaging professional development for educators, as well as assisting those educators in doing the same for their own learners. The information explored through this artifact has introduced me to a wide array of competing ideas, as well as shown me the importance of staying current on an ever-changing field of instructional design.
Brown, A. H., & Green, T. D. (2016). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice (3rd ed.). Retrieved from Amazon Kindle store.
Bullock, D.W. (2017). EDTC 6010 Newsletter. Retrieved from https://sites.google.com/jcsnc.org/itnewsletter/home?authuser=0
Carey, B. (2010, September 6). Forget What You Know About Good Study Habits. The New York Times. Retrieved from https://www.nytimes.com/2010/09/07/health/views/07mind.html
NC Board of Education. (2012). North Carolina Professional Technology Facilitator Standards. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-tech-facilitate-standards.pdf