Theodore J. Kopcha

Instructional Design Models

This chapter presents information about the role of models used for instructional design. While heuristics provide broad references for approaching instructional design, specific applications of procedures necessary to actually develop teaching and learning materials require more defined models. The purpose here is to promote a better understanding about the appropriate utilization of instructional design models. Instruction is posited here as including both teaching and learning, and that teaching and learning are inextricably connected with regard to the construction of knowledge and skills. Since the first appearance of instructional design models in the 1960s there has been an ever-increasing number of models published in both the instructional technology and other education literature based on the assumptions that instruction includes both teaching and learning. While there are hundreds of instructional design models, there have been only a few major distinctions among them, until recently. Still, instructional design models provide conceptual tools to visualize, direct, and manage processes for creating high-quality teaching and learning materials. The proper selection of instructional design models assists us in appropriately matching the right process with the right situation. Thus, instructional design models serve as a valuable source for matching the right creative process to the right design situation as well as an effective framework for conducting instructional design research.

Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship

This study is the third in a series of design-based research on a technology-enhanced cognitive apprenticeship (TECA) that uses a variety of technology (e.g. video, discussion boards, performance support) to support triad member activity during the clinical experience. The purpose of this study was to examine the differences in communication and performance among student teachers who participated in the TECA during a year-long clinical experience and those who did not. Overall, performance scores were higher among students in the TECA; planning scores were higher at a statistically significant level. Communication reports suggest that online discussions through both public and private channels contributed to these results. Findings were consistent with prior studies of the TECA and supported the efficacy of key design elements. Implications for teacher education and the design of TECAs are discussed. Study examines student teachers in a technology-enhanced cognitive apprenticeship (TECA).Performance assessed with valid and reliable state-wide portfolio assessment.TECA students had higher planning scores (statistically significant).TECA students communicated with experts more (statistically significant).Results consistent with prior studies, support efficacy of design principles.

The Impact of Technology-Enhanced Student Teacher Supervision on Student Teacher Knowledge, Performance, and Self-Efficacy during the Field Experience

The eSupervision instructional program is a series of five online modules housed in a content management system that support triad members (student teachers, cooperating teachers, university supervisors) during the field experience. The program was designed on a cognitive apprenticeship framework and uses a variety of technology to support both novice and expert activities, including online discussion forums, guided observations, video reflection, and a lesson plan performance support system. Forty-one student teachers (19 eSupervision, 22 non-eSupervision) completed a statewide assessment of knowledge and performance at the conclusion of their student teaching. Seventeen (8 eSupervision, 9 non-eSupervision) also completed a pre- and post-efficacy measure. After accounting for their experiences with the cooperating teacher, the results indicate a non-significant difference in teaching knowledge and performance and a statistically significant interaction in self-efficacy favoring eSupervision students. Implications for teacher education and the practices that improve the supervision of student teachers are discussed.

Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor that combined TCK, TPK, and TPACK items. After revising the survey, the second round of EFA results showed a seven-factor structure that was consistent with the TPACK framework. The final TPACK-EFL survey included a total of 39 items: 9 TK, 5 CK, 6 PK, 5 PCK, 3 TCK, 7 TPK, and 4 TPACK. The results offer survey developers and teacher educators insight into establishing clear boundaries between the TPACK constructs. In particular, subject-specific strategies were used to generate clear and distinct items within the TCK and TPK constructs. Implications for developing other subject-specific TPACK surveys and using the TPACK-EFL survey in other countries are discussed.

Effects of Spatial Ability, Gender Differences, and Pictorial Training on Children Using 2-D and 3-D Environments to Recall Landmark Locations from Memory.

Abstract This study examines the effects of spatial ability, gender differences, and pictorial training on fourth grade students’ ability to recall landmark locations from memory. Ninety-six students used Google Earth over a 3-week period to locate landmarks (3-D) and mark their location on a 2-D topographical map. Analysis of covariance on posttest scores revealed that spatial ability was a significant predictor of student performance. The overall results support the efficacy of the instructional strategy and provide insight into the development of spatial knowledge among young children. Implications for the design of instruction and training on spatial abilities among young children are discussed.

Flipping a high school classroom as a response-to-learner intervention

This study examines a flipped, high school classroom that used instructional videos as a performance intervention over the course of one academic year. Seventy-five high school students in an urban setting used a flipped model of instruction to support their mastery of mathematics benchmarks. Survey data and benchmark assessment results were collected to determine if the flipped classroom intervention prepared students to pass benchmark assessments, what students perceived to be the advantages of a flipped classroom, and whether students preferred having access to online course material. This study suggests that transferring course material online to flip instruction can promote student success, responsibility, control, and satisfaction.