Write a reflection on your past experiences with developing or using technology products to overcome a defined educational problem.
COVID-19 placed us all into isolation so quickly that we started working from home and had to get adjusted to a life that had to cater to being a mother, wife, and a full-time worker, just like being grounded to the four corners of our own home. The type of work did not reduce but increased while most department staff started leaving for a better opportunity. The department work had to be divided and conquered by the remaining staff members. Although this was not coming under my purview, facing a situation that needed help, I volunteered to render my services to the department with the knowledge that I had in performing instructional design work and later had an opportunity to work in an interim position for six months.
The work performed was challenging and enjoyable as I created technological solutions to educational problems that needed improvements. The design project was previously performed manually by staff members, and the handbook was old and not updated for some time and needed a process improvement. The training conducted was virtual through Articulate 360. For reference purposes, the module was uploaded to the LearnCenter. The staff members who completed the virtual training were given access to the module to go through as a refresher course or later as performance development.
I also want to reflect on an assignment I created for my instructional design course LTEC 5510 on Action Research based on constructivism. Teachers are well experienced in the theoretical perspectives of research and bring their expertise to the classroom to engage the students to build in knowledge and guides to promote personal and professional growth (Ahrens et al., 2007). They consider themselves teaching and learning coaches rather than standing and delivering information. Educators need to assume responsibility for their growth; teacher research places “Best Practices” that positively impact classroom practices and student/teacher relationships (Carroll, & Klipfel, 2019). Technology innovation creates changes and increases competitiveness; This is a crucial factor affecting pedagogical content in classroom, online, and blended learning environments.
With the increase of technology in class, teacher’s ability to incorporate technology, pedagogy, and content knowledge has become complex. Moreover, teachers must be mindful of how these sources of knowledge are interconnected (Kuo, 2015). Teachers must work towards educational improvement, going beyond curricular concerns that foster learning that considered a wide range of student needs.
Although, in some instances, what we see is only one thing; but the whole picture is seen with action research. Simply exposing the student to the curriculum does not necessarily result in learning; a teacher needs to get to know the emotional part of the children, what interests them, and what upsets them (Kosnik & Beck, 2000) as there are external factors that are beyond the teachers’ control (Ahrens et al., 2007). There are many issues related to educators’ inability to conduct action research: lack of time, adequate resources to conduct research, lack of theoretical guidance of research methodology, or feeling pressure or frustration during research. There could be a vast improvement and advances made to classroom teaching if action research could be a continuous process as such as the final project, a classroom-based module was developed with interaction, engagement, and reflection.
Reference
Ahrens, C. L., Brant, M. E., Lee, E. S., (2007), Using Action Research to improve Teaching and Learning, https://clutejournals.com/index.php/CTMS/article/download/5585/5668
Carroll, A. J., & Klipfel, K. M. (2019). Talent, Schmalent: An Instructional Design/Action Research Framework for the Professionalization of Teaching in Academic Libraries. Journal of Academic Librarianship, 45(2), 110–118. https://libproxy.library.unt.edu:2147/10.1016/j.acalib.2019.01.009
Clare Kosnik & Clive Beck (2000) The action research process as a means of
helping student teachers understand and fulfil the complex role of the teacher, Educational Action Research, 8:1, 115-136, DOI: 10.1080/09650790000200107, https://doi.org/10.1080/09650790000200107
Jun Zhou. (2014) Teacher education changes in China: 1974–2014. Journal of Education for Teaching 40:5, pages 507-523.
Kuo, N., 2015, Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education, https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1101&context=ie
LTEC 6320, August 30th 2021
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