Teacher As Instructional Designer

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McGlinn, J., Byrd, S. & Shepherd, G. (2002). Teacher As Instructional Designer. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 990-991). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/10651.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
2002
ISBN 1-880094-44-4
  Dee Anna Willis, Jerry Price & Niki Davis
AACE

More Information on SITE
Table of Contents

Authors

Jim McGlinn, Sandra Byrd, Glenn Shepherd, University of North Carolina at Asheville, United States

Abstract

Presenters: Dr. Glenn Shepherd, Coordinator of Educational Technology at UNCA; Dr. Jim McGlinn, Professor at UNCA; Dr. Sandra Byrd, Assistant Professor at UNCA. The University of North Carolina at Asheville, in collaboration with Appalachian State University, Western Carolina University, and Warren Wilson College, received a PTTT grant in 2000-01 for three years. We are presently in year two of this grant and we would like to share our work thus far. The overall purpose of our grant is to help us improve opportunities for our student teachers to use and integrate technology into their student teaching field experiences. Two other major goals are to create an electronic portfolio process and to create collaboration and communication among the western North Carolina teacher education programs. This presentation will highlight the Teacher As Instructional Designer approach that UNC-Asheville is presently using to help preservice and inservice teachers integrate technology into their classrooms. This approach was used last summer during a collaborative week-long workshop between the four colleges. The summer project will be discussed in this presentation in order to provide an example of how cooperating teachers and student teachers work together in developing technology integrated units of study. The theme of this summer project was archeology. We had about 12 teams of cooperating teachers, student teachers, and supervising teachers from the Fall 2001 semester who participated in this project. The beginning of the project included an overview of archeology and information about an archeological dig taking place at Warren Wilson campus (where the summer retreat was being held). Then, we provided an overview of the Teacher As Instructional Designer approach. This approach, which uses the five major steps in the instructional systems design method, was used to show teachers how they can select instructional methods and materials most appropriate for their stated objectives. Some teams worked with other teams to form larger teams, but all teams worked on specific unit plans that could be used the next semester by the student teachers. Teams went down to the local archeological site and dug for archeological evidence. Then they spent the rest of the week on the Internet and working to create their unit plans and web sites to support their plans. The unit plans were based on the theme archeology and teams could use this theme in the way they felt was best for their grade level and subject matter. Two teams from UNCA worked together to create a unit plan that was used by two student teachers at UNCA and they worked together during the Fall 2001 semester in two different high schools to implement their plans. At UNCA, we are also incorporating the Teacher As Instructional Designer approach into our education classes and into workshops for cooperating teachers. The instructional design model is now being taught in the Introduction to Education course at UNCA so that students understand how the ISD process is used in determining how to integrate technology. Emphasis is placed on the use of student-centered instructional strategies, particularly strategies involving inquiry-based learning and problem-based learning. Teachers are encouraged to fully analyze their situation each year and learn a variety of instructional strategies from which they can choose. They are also encouraged to create thematic units of study in which subject-matter content is integrated with information skills and technology skills. North Carolina has a project called Impact, which encourages the integration of information skills and technology skills into the regular curriculum. We also use the Big 8 Skills web site that also promotes the integration of information skills and technology skills into a problem-solving approach. Technology workshops are also being provided from PTTT grant funds in order for us to teach the ISD process to cooperating teachers in the region. Teachers are asked to develop thematic units that integrate information skills and technology skills. One of the methods for integrating technology with a thematic unit is WebQuest. During this presentation, we will discuss the WebQuest approach and give several examples of WebQuests as examples in how these types of web pages can enhance an inquiry-based learning model. Examples of how WebQuests were used during the summer project will also be provided. Some data collection was done on the correlation of using WebQuest activities and student attitudes towards learning, and this data will be presented as some insight into the affective value on such a method. Educational methods courses are beginning to assign students' projects that require them to develop a WebQuest in the subject area and grade they will teach. We hope that this presentation will give others ideas on how to use the ISD process in a teacher education program in order to help teachers use and integrate technology. We work with cooperating teachers the semester before they have a student full-time in order to get them working on the same type of thematic units that integrate information and technology skills.

Keywords

• Educational Technology
• Instructional Design
• Instructional Materials
• Preservice Teacher Education
• Teaching Methods

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• Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?

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