Human Performance and Technology

I am a third year teacher and I teach kindergarten, I would say that a performance problem I face is with my aid that helps out our team.   She has a schedule of what to do, where to be and when and for the most part she follows it.  The problem we have is that if we don’t give her something to do, she disappears and we cannot find her.  We are trying to find a way to get her to stay in our classrooms even if we don’t ask her to do something.  We need her to help monitor and co-teach with us.  I think that if we maybe offer her some time of incentive maybe she would hang around and help a little more.  I think an incentive would work, just as it works with the students we teach, and I know that our principal offers us incentive’s to do things she expects as well.  Sometimes all we need is a blue jean pass to put a little pep in our step so to say.

According to the book performance support can be defined as a system that provides performers with varying levels of access to support information and tools at the moment of need. I think a performance support system would help with my issues.  I think if we had a system in place for our aid maybe she would feel more important and more part of the team.

We need to collaborate as a team and discuss our aid performance. We could each collect data on when she is in our rooms, in her office working, or just MIA.  We could come up with incentives to help keep her on track and meet once a month to evaluate how we think our system is working.

We have had seminars at work that I believe would be considered informal learning.  Usually we are being taught, but in a fun and casual way.  I think most people learn better when they are interested in what they are learning and it is presented in a way that feels more laid back. I believe all learning can be manages in some way or another, but I don’t feel that it is always necessary to do so.  Some times we just need to sit back and let learning take it natural course. If the learner was taught effectively and enjoyed what they learned they would naturally pass on the knowledge to others.

Evaluating, Implementing & Managing Instructional Programs & Projects

I looked at Rossis Five-Domain Evaluation Model and  and Patton's Utilization-Focused Evaluation. Rossi's Five-Domain Evaluation Model was developed to be useful. Rossi said that evaluation should be tailored to fit local needs, resources and the type of program it will be use on.   This model of evaluation consist of five steps per say. 1st - needs assessments which asks is there a need for this program. 2nd - theory assessment which asks if the program set up in a way it will work. 3rd - implementation assessment which asks was this program implemented properly. 4th - impact assessment asks did the program have an impact on its intended target. 5th - efficiency assessment asks if it is cost effective.  Patton's Utilization-Focused Evaluation is an evaluation done for and with specific intended users  and specific uses.  U-FE's one real rule is that the utility of an evaluation is to be judged by the degree to which it will be used.  This model has steps as well 9 to be exact. They are 1. Conduct a readiness assessment
2. Identify the "primary intended users" and develop a working relationship with them.
3. Conduct a situational analysis
4. Identify the "primary intended uses"
5. Focus the evaluation
6. Design the evaluation
7. Collect, analyze, and interpret the evaluation data
8. Continually facilitate evaluation use
9. Conduct a metaevaluation
Both of these models are good, but I think that U-FE is more throughout.  However I think in my career I would come closer to using Rossi's.  It seems to me that I could use Rossi's model easier with Kindergartner's.  With most most things I teach I have to ask those questions to evaluate my lessons.

Theories & Models of Learning & Instruction

According to Google, epistemology is the theory of knowledge, especially with regard to its methods, validity, and scope. Epistemology is the investigation of what distinguishes justified belief from opinion. And Google defines instructional methods as the process by which instruction occurs, whether that might be lecture, class discussion, small group discussion, simulation, experience, or individual project.

Ok, if I understand my readings right epistemology is pretty concrete and can be proven.  It is not based on opinion but by fact.  Instructional methods are the methods (opinions) of how we learn.   Some differences in the two would be in how instruction is delivered. When I was in high school knowledge was just handed down, more by word of mouth and text book readings.  Today we as educators are expected to do more that just hand down knowledge.  We are expected to present the information in a way that intrigues our students and peaks their interest to learn the information presented.  We offer a great deal of tools to help students learn.  We have technology, we encourage students to lean on each other for help and support, and we allow more hands on opportunities.  In today’s classrooms we encourage curiosity where as back in the day, so to say we expected our students to sit down, shut up, and listen.

I would say that I take a positivists stance on learning.  I think we have to knowledge in and apply it to our own experiences to fully understand something.  We can apply something learned to a life experience then we tend to remember it.  I will use math instruction as an example of my own learning. I can go to a math class and do all that I am asked to do.  You can give me all the information and I retain it only long enough to take a test on it, but when you give me the same information and show me how it applies in my life and we remember it much longer than just on a test.  To this day I still struggle with algebra, mainly because I am not applying it to my life ever.  I think if math instruction was given to me in away that it applied to my life I might still be able to do some algebra with out having to have it explained to me all over again.

The differences in how problems are solved by behaviorist and constructivist are quite different.  The constructivist takes in the environment and surroundings.  They learn from everyday life, so learning isn’t as concrete, and each person learns from their own experiences. What this means is that each individual could perceive the knowledge differently. A behaviorist solves problems based on observable events and behaviors instead of self.  It is more concrete and can be proven. I think these two approaches can cause learners to bloom or rebel. I think it is important to allow students to learn from their own experiences instead of trying to force feed them facts.

Defining the Field

The definition of Instructional Technology is very different for me from what the books states.  I had the technology part all in my mind. I was thinking of how we use electronic technology like computers, iPads, Promethean boards and thing of that nature in mind.  It seem that those things are included in Instructional Technology, but it is much more.  It is how we plan and use this technology as well.  It is also how we learn and teach the use of all forms of technology.

I think a lot of lesson we teach these days are student centered. I teach Kindergarten and we do a great deal of student centered activities where they are even helping to teach by getting up in front of the class.  All lesson we teach should be goal oriented. For instance if I am teaching the alphabet my goals are for the children to learn to recognize the symbol that represents each letter, the sound each letter makes and to be able to write each letter. I use meaningful performance by checking for understanding. I may ask a question rigorous question or have a project for them to complete. I think for outcomes that can be measured in a reliable way we do that with have the children put it to pencil and paper or reproduce a product that fits the lesson. For instance if we are leaning the letter A, I might have a student tell me what symbol (a) that I am holding up, what sound does it make, can you write it? I might even have them locate things around the room that start with that sound. As far as empirical, iterative and self-correcting, I am still working on that one.  I am collecting date from different sources to try and help my students to better themselves. I agree that it is a team effort.  In planning any lesson it is easier when you do it with others.  It is nice to have someone to bounce ideas off of and to just help with getting everything needed together.

I feel that Reiser is wrong in excluding chalkboards and textbooks from his definition.  We still need these things and they are technology.  Students still need concrete things to help them to learn.  They need to know that there are other things to learning besides things with a screen like computers, iPads, iPhones and Promethean (smart boards). 

I am intrigued to learn more about this subject.

Here is a little about me.

My name is Misty Garner. I am the mother of 2 girls and they rule my world.  I am engaged to be married next July. I teach Kindergarten in Mesquite.  I am scared to death about all I have going not this year.