Sharon Smaldino

Instructional Design for Distance Education

SummaryThe instructional design process provides the framework for planning. It is essential that the instructor take the time to plan and organize the learning experience prior to implementation when engaged in teaching at a distance. The instruction will be at a standard that is acceptable in all venues. The students will be engaged and the instructor will be satisfied. Planning makes the difference in a successful learning environment

Educational Implications of the Digital Fabrication Revolution

At the 2010 National Technology Leadership Summit (NTLS), participants were introduced to and explored the educational opportunities that digital fabrication offers. Efforts to infuse engineering principles into the K–12 curriculum make this topic particularly timely, and it is likely to become increasingly important and relevant to all our personal and professional lives. In light of the excitement about the potential of this emergent technology, the National Technology Leadership Coalition (NTLC) journal editors have agreed to share an editorial we have collaboratively created (a complete list of NTLC journal editors is included at the end of the editorial).

Activity systems as a framework for scaffolding participant reflections about distance education in an online instructional technology course

This study examines how student reflections guided by activity systems analysis in an online instructional technology graduate course can provide insights to participants and instructors for a better understanding of participant course activities. The course topic was about distance education and was facilitated in a blended format using Second Life and Blackboard for synchronous and asynchronous activities. Participants were introduced to the activity systems framework as a holistic tool for engaging in four periodic course reflections related to activities and learning experiences during the semester. We analyzed systematic issues that participants reported which influenced their learning experiences. Our research findings indicate that by using the activity systems framework as a guide in reflections, participants were able to demonstrate how they wrestled with becoming an active member of an online course while they explored how they could shape course experiences into optimal professional development.

Adult reflection in a graduate-level online distance education course

Abstract This study examined adult learners’ ability to engage in critical reflection concerning their own learning in a graduate-level online instructional technology course. The online course was facilitated through asynchronous discussions, and the course topic was about the design and delivery of distance education. The data for this study consisted of four critical reflection papers about students’ perception of their learning. The Periodic Reflection Tool, based on activity systems analysis, was introduced to participants as a guide for engaging in in-depth reflection about their learning process and completing their course assignment. After course completion and during data analysis, we applied instrumental learning and communicative learning theories to evaluate how participants used the tool to reflect on their personal learning in the course. At the conclusion of an analysis of their reflection statements, it was found that purposeful reflections guided by the Periodic Reflection Tool could help guide adult learners to reflect on many aspects of their learning and we suggest that the tool could be used to examine adults’ transition from traditional to online settings.

Critical Support Framework for K-12 School and University Technology Partnerships

It has been well documented that the successful use of technology in K-12 education improves student achievement. However, both K-12 schools and higher education institutions have not been able to systematically provide preservice and inservice teachers with adequate training and support. This chapter will examine the K-12 school–university partnership literature, and identify critical support elements that are necessary for successful change related to technology both in higher education and the K-12 classrooms. Additionally, we will introduce two characteristics from the NCATE Partnership Standards and how schools and universities can use them to guide relationships and how they approach the school technology reform process.

Sharon and Mary’s Voices: Sisterhood—The Journey

While others talk about what influenced their individual lives, we are offering the way our lives interlaced so, that there was a professional and personal confluence measured by all that we endeavored throughout the years, beginning in 1992. We feel that our story should begin with the serendipitous event that brought us together and lead you through all that we discovered along the way. In the telling of our journey, we share our insights into perspectives of an odyssey that resulted in a lasting collaboration and friendship.

A New Experience Awaits You in Jacksonville, Florida

TechTrends • July/August 2011 Volume 55, Number 4 have limited the kinds of materials and programming that the SMS can provide. Extreme cuts such as those faced in New Jersey have caused the termination of SMS positions, and in worst cases, elimination of school libraries altogether. At the NJASL meeting, attendees focused efforts on responding to these state budget reduction approaches in an effort to communicate the critical nature of the SMS services and access to instructional media resources and facilities. Another change in SMS responsibilities has arisen as a result of increased emphasis on standardized testing through the No Child Left Behind (NCLB) legislation. Many SMS professionals have been given the responsibility of administering such tests, often with considerable time requirements involved. The provision of extensive amounts of time for testing suggests the loss of time for other activities, such as instructional programming. Conversely, some SMS personnel are finding themselves the caretakers of class sections (or grade levels) that are not currently in the testing queue. This changing role indicates a need for strong communication channels among all instructional stakeholders— teachers, SMS’s, and administration— to determine the most effective use of everyone’s time and to strategize ways to leverage SMS access to students that supports targeted learning outcomes. Teachers have been under substantial pressure in responding to the requirements of NCLB, but the ability of the SMS to serve as an important instructional resource, as well as an educator, can provide some valuable support in the context of standardized testing. Through the many formal and informal interactions I have had the benefit of during this current AECT leadership role, I have come to appreciate the many, changing facets of the SMS profession. However, one requirement seems to be a constant—the desire to improve the educational experience for children of all ages. Thank you to the authors in this issue of TechTrends who have contributed to increasing our collective understanding of changes and challenges for the school media specialist. 2011 AECT Conference Update