Module 6: Instructional Design and Technology

This week we focused on integrating technology into our instructional design. We read about how people learn, backward design, differentiated learning, project-based learning, and copyright law. We experienced creating a google site and began our WebQuest projects. I really enjoyed the content this week since much of it was new, but also accessible.

Learning is a process that spirals over time. The idea of Constructivism is that learning is: Contextual, active, social and reflective (Bauer, 2014). The portion that most affects my students is that of contextual learning. The school I teach at had five years of music teacher turnover before I came a year and a half ago. Those five years were damaging to the students emotionally as well as musically. The students not only did not gain new knowledge, they went backwards in their musical understanding. Building on what students' know is a powerful tool, as long as they have something to build upon. Technology can aid in catching students’ up, or giving them background knowledge they missed, as well as give students’ opportunities to practice skills outside of the music classroom (Bauer, 2014). I am a firm believer in the power of active learning as well as the pull towards social learning. We were always told to avoid peer pressure as children. I tell my students, as well as my children, that there is such a thing as "positive peer pressure." Social constructivists believe that learners evaluate their own understanding by comparing themselves to more advanced learners (Bauer, 2014). In this way students are finding intrinsic motivation to learn by way of positive peer pressure. Digital audio software and projects such as WebQuests can help learners to take ownership of their learning in both active and social ways. I find the reflective phase of learning to be the most important over time. Self-regulation is a struggle for many students. Technology can help students achieve this by giving audio feedback students can listen to and quickly reflect upon. Finding awareness of one's abilities and finding ways to evaluate and improve based on authentic feedback is no easy task. It is the ultimate step in becoming a lifelong learner. 

Project-based learning (PBL) requires students to engage in real-world learning to solve a problem or question (Bauer, 2014). PBL is student-centered, requiring the teacher to act as facilitator and support. PBL is standard-based and content-driven, but it also allows students freedom to take charge of their own learning. We explored and began developing a WebQuest this week. A WebQuest is designed to utilize technology so students use that technology in authentic ways to learn through their WebQuest. I enjoyed coming up with a topic for my WebQuest. I explored three different topics before settling on one that used technology in the most realistic ways. One of the ways I found this was through backward design.

Backward design in an approach to learning where the teacher begins by stating what they want students to understand when they finish a lesson or unit of instruction (Bauer, 2014). From there you move back to designing the evidence students will need to show to prove they have reached the understanding. This involves designing authentic assessments. Once you know how to you want to assess and what you want students to understand, then you begin planning your activities for teaching. Using the backward design involves more upfront work, but it also leads to deeper understanding for students. Technology can play a large role in this design, but only if used well. The Partnership for 21^st Century Skills has helped form ideas about what students should know how to do with technology. The skills they have identified are the 4Cs: Creativity, Critical Thinking, Communication and Collaboration (Bauer, 2014).  

Differentiation has been a focus of teaching for a decade or more. Some teachers find the practice easier than others. Technology can be a game-changer for teachers wanting to differentiate in their classrooms. Sometimes differentiation is for students who need extra help. Other times it is used to challenge students who are ready to move on before their classmates (Bauer, 2014). Assisted technologies can make learning more engaging for student with extra needs. IPads for communication and expression, adaptive instruments and computer programs that allow students to be creative can allow students to learn at their own pace. 

Copyright law is not something I was familiar with before this week. I know I need to have enough real copies of my music for choir members and that photocopying is not allowed, but beyond that it has felt like a vast domain with no clear boundaries. I learned this week that anything you create is automatically under your copyright (Bauer, 2014). While this sounds good in theory, it does not necessarily protect your content, especially with the easy copy and paste features of computers.

Fair Use: Educators may use copyrighted material without permission, as long as they take into consideration the purpose, nature, amount, and effect of the material being used. It would not be legal to use material for profit or commercial use, even for an educator.

Public Domain: Items in public domain are available to the public with no restrictions. Public Domain material is no longer subject to copyright. In some cases, the copyright has expired, or the creator has chosen to release the work to the public. In other cases, a copyright may not have been properly obtained or is not eligible for copyright.

Creative Commons: This non-profit organization helps creators distribute their work with parameters set by the creator. The video below will give you more detailed information about this organization and the important mission they are on. 

 

Here is a brief overview of how to use Google Sites. It is an easy platform and is easier than any other website design program I have used. 

Resource: 

Bauer, William I. (2014). Music Learning Today. New York. Oxford University Press.