2. WELCOME Our Approach Our Presentation Description of Environment Team Practice Debrief of Team Practice Discussion of K-12 Competencies Discussion of Higher Education Competencies Our Conclusion

3. THE WIZARD OF ID

4.  A Nation at Risk/No Child Left Behind  Increasing technological society  Demands of industry  Demands of daily life  Digital Divide  Potential Savings  Enhanced Education A TECH SOCIETY

5.  50 States have Technology Coordinator  32 States have elearning initiative  17 States have or will have virtual high school  All states allow local elearning initiatives  25 states allow echarter schools  13 states regulate non-state elearning inititiaves  10 states have pilot online assessments SCHOOL RESPONSE

6.  Student/computer 6-1  Hundreds of million to 1 billion spent on technology  Virtual Schools  Technology without integration  Professional Development Needs  Standards IMPACT ON SCHOOLS

7.  State/Division/District Personnel  Students and Parents  Content Experts  Professional Organizations LEARNERS

8.  Yourself  Learners  Community  Media Content Providers  Higher Education STAKEHOLDERS

9.  Government Programs  District Programs [Professional Development/CRC]  Site Specific  Collaborative Effort  Private Sector Development PROJECT TYPES

10.  Directors of ID/IT [State/Local/School]  Curriculum Resource/Professional Developers  Technology Integration Teacher  Educational Software Designer  Online/Distance Education  Technology Coordinator THE WIZARDS OF ID

11. K-12 PRACTITIONERS  Directors of Technology  Technology Coordinators  Curriculum Specialists  Resource Teachers  Classroom Teachers

12. TODAY’S PRACTITIONERS IN ED TECHNOLOGY  Director of Technology and Technology Coordinator  Teachers with Technology Interest  Tech Heads  Consultants/Salespeople  IT Trained Personnel

13.  Universities/Colleges  Continuing Education  Distance/Virtual Education  Private Sector Education  State/Local Professional Development HIGHER EDUCATION

14. HERE’S MABLE…  2 main types of positions for ID/IT personnel in Higher Education 1.Academic faculty in other IT programs and design/development 2.“General faculty" positions

15.  Students  Higher Education Admin/Faculty  Researchers/Specialists  Professional Colleagues  Funders/Grantspersons  General Public LEARNERS

16.  YOURSELF  See above  Community  Government Agencies & Officials  Private Sector STAKEHOLDERS

17. ? How do we get there from here PATH TO RESOURCES

18.  Professors of IT/ID  University Administrator  Researcher  Learning Designers  Instructional Technology Manager PERSONNEL

19. Which leads us to:

20. What kinds of skills will I need to function in these capacities?

21. FORM INTO GROUPS Group 1: Keith, Angel, Vance, Michelle Group 2: Heather, Ivy, Dawn Group 3: Beth, Scott, Mable INSTRUCTIONS You are an Educational Instructional Designer Generalist. A Generalist would be able to apply ID in both K-12 and Higher Education environments. Your task: Circle the 5 most important skills of an Educationsl ID Generalist. TEAM PRACTICE

22. Needs Assessment Performance Analysis Research Design/Statistics Interpersonal Skills Written/Oral Communication Instructional Analysis Leaner/Context Analysis Writing Objectives Developing Ass. Instruments Conducting Evaluations Knowledge of Authoring Systems Network Administration Skills Knowledge of Computer Hardware General Applications Software Media Selection Experience as a Teacher/Instructor Psychology/Learning Theories Developing Instructional Strategies Web Development Skills RESULTS

24. K-12 Let’s revisit jobs: Educational Technologist Technology Coordinator Technology Integration Specialists IT Coordinators Administration, Supervisory Roles--Directors of Instructional Technology, Departments of Technology And Teachers as Instructional Designer, Instructional Technologist, and…

25. Skills Let’s revisit some skills. Remember the survey. Instructional Designer Toolbelt includes: Technical (hardware/software) Communication Interpersonal Instructional Design Others Teacher Toolbelt includes: Curriculum Learning Theory

26. Standards (Methods to Madness) Ready. International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS). Will go with NETS. Defines concepts, knowledge, skills and attitudes for applying technology in educational settings. Focus on 3 levels 1.Teacher 2.Educational Technology Facilitator 3.Educational Technology Leader

27. Standards (Methods to Madness) 8 standards with objectives for each level: 1. Technology Operations and Concepts 2. Planning and Designing Learning Environments and Experiences 3. Teaching, Learning, and the Curriculum 4. Assessment and Evaluation 5. Productivity and Professional Practice 6. Social, Ethical, Legal and Human Issues 7. Procedures, Policies, Planning and Budgeting for Technology Environments (for ETF, ETL only) 8. Leadership and Vision for Integration of Technology (for ETF, ETL only)

28. “How To” “How Can” Online and face-to-face courses and workshops Self-instructed or group-instructed modules Specialized school-created programs 2 categories: 1. “How to”—free vendor-produced Internet tutorials for specific hardware and software e.g. Palm and Apple 2. “How can”—ways to integrate technology e.g. Programs devised by PBS, the National Council of Teachers, the ISTE, and the National School Boards Association

29. “How To” “How Can” Program examples: Connected University from Classroom Connect, Inc. PBS TeacherLine Tapped In TaskStream Snacks by Tech4Learning (more on our website)

30. School Programs School created programs to help develop technology staffers and teachers Poway Unified School, Poway, CA Western Michigan University, Kalamazoo, MI New Trier School, Chicago, IL

31. University IT programs selected based on informal poll by the IT Forum http://itech1.coe.uga.edu/ITForum/home.html which asked IT professionals to identify top PhD programs in IT.http://itech1.coe.uga.edu/ITForum/home.html Program coursework was compared for the purposes of determining IT competencies in the field of higher education. Department of Instructional Technology Instructional Systems Program Instructional Technology Instructional Design, Development and Evaluation Instructional Systems Technology Educational Technology Program PhD PROGRAMS IN IT

32. SKILLS ADDRESSED TROUGH COURSEWORK Comparison of program coursework revealed 3 broad areas of focus: 1.Instructional Design 2.Learning Theory 3.Research Methodology

33. DESCRIPTORS FOR INSTRUCTIONAL DESIGN  Develop and evaluate instructional systems and materials.  Design conditions for learning by applying principles and theories associated with instructional systems design.  Develop instructional materials using various technology-based delivery systems.  Analyze learner needs and environments, design and sequence learning tasks, and design and develop effective learning materials.  Understand diverse approaches for developing, representing, managing and disseminating human knowledge.  Design and development of instructional materials using the latest information technologies.

34. DESCRIPTORS FOR LEARNING THEORY  Acquire knowledge of learning and instructional theories.  Apply what is known about how people learn to most effectively and efficiently design systems that support learning.  Use theories of learning, communication, behavior and organization in concert with technologies to make valuable contributions to the field of IT.

35. DESCRIPTORS FOR RESEARCH METHODOLOGY  Conduct research related to instructional systems and materials.  Discover new knowledge through basic research and answer specific questions about practical problems through applied research.  Research, develop and evaluate principles and methods for using technology to benefit and empower individuals and organizations.

36. ADDITIONAL SKILLS/COURSEWORK  Teaching experience.  Emerging technologies / innovations, e.g., multimedia, interactive video, and various computer tools that support learning.  Technology integration to support teaching and learning.

37. Conclusion/Questions