EDU 8260 Ashford University Evaluate and Revise Integration Policies Discussion

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Your employer wants to implement a new technology integration strategy, but first needs to understand where they are with their current strategy. They have come to you for help with a plan to evaluate the current integration strategy. Prior to completing this discussion read Barker (2008).

Initial Post: Create an initial response that addresses the following:

  • Develop a plan for evaluating the current use of technology to support training. Factors you may incorporate into this plan should include, but are not limited to:
    • How the technology is currently being used.
    • Why the technology is currently being used.
    • Challenges that exist with the current technology.
    • Technology cost.
    • Prerequisite skills to use technology.
  • For each factor that is included in the plan you develop, be sure to explain why it is necessary to examine that factor.

Guided Response: Post responses to at least two classmates. In your response, reflect on your classmate’s responses. Question you might consider in your response include:

  • Did your classmates develop a plan that will provide a well-rounded evaluation of the current use of technology in their place of work?
  • Are there any factors that were not included that should be? Why?
  • Is your classmate’s evaluation clear and easy to follow?
  • 700 words

    Learning Outcomes

    This week students will

    1. Analyze the quality of instructional design today compared to the early days of instructional technology. (Aligns with CLOs 1, 3, 5, 6)
    2. Identify important elements of instructional design models that have developed from learning theory. (Aligns with CLOs 5, 6)
    3. Propose steps to improve the quality of instructional design and technology based on instructional design models and relevant learning theory. (Aligns with CLOs 2, 3, 4)
    1. Evaluate the effectiveness of instructional technology today based on the influence of instructional design. (Aligns with CLOs 6, 7, 8)Weekly Learning OutcomesThis week students will1.Analyze the quality of instructional design today compared to the early days of instructional technology. (Aligns with CLOs 1, 3, 5, 6)2.Identify important elementsof instructional design models that have developed from learning theory. (Aligns with CLOs 5, 6)3.Propose steps to improve the quality of instructional design and technology based on instructional design models and relevant learning theory. (Aligns with CLOs 2, 3, 4)4.Evaluate the effectiveness of instructional technology today based on the influence of instructional design. (Aligns with CLOs 6, 7, 8)IntroductionThe first rule of any technology used in a business is that automation applied to an efficientoperation will magnify the efficiency. The second is that automation applied to an inefficient operation will magnify the inefficiency Bill GatesAs you think about the field of instructional technology and how we have progressed over the past several decades to where we are today, consider how learning theory has influenced instructional design, and how technolog

    2. TECHNOLOGYCOURSE GUIDEinstructional design models have been used to produce the instructional technology we have today. Have we learned from the past, or are we only making similar mistakes in new instructional environments? In evaluating the quality of current instructional design and technology methods, several questions should be considered.Have learning theories and research in instructional design and technology improved learning and instruction today? Learning theory existed before instructional technology, but the advent of instructional design after World War II, brought about by a need for a more systematic process for designing instruction,produced early models, such as programmed instruction and behavioral objectives. As scientific understanding of human cognition grew, learning theories moved from behaviorist to cognitive. Throughout the past 50 years or so, research in learning, instructional design, and technology has grown, along with many University programs and many new practitioners in this new field of instructional design and technology. This field is built on learning theory and models of instructional design, but is there evidence that learning has increased because of it?Likewise, during the past 50 years, technology has advanced at an unprecedented pace, and the use of technology in instruction has increased at a rate greater than during the preceding several centuries. Certainly, technology has enabled designers and educators to provide many learning opportunities not possible without technology. But again, has learning increased because of it?In this unit, you will investigate how well the field of instructional design and technology has applied relevant learning theory and emerging technologies, and whether these advances have improved learning. Also, as instruction is no longer constrained by the limits of the classroom, how effective are new methods of instruction for thediverse population of learners we now serve?
    3. Required Resources

      Articles

      Barker, P. (2008). Re-evaluating a model of learning design. Innovations in Education and Teaching International, 45(2), 127-141.

      • The full-text version of this book is available through the Academic Search Complete database in the University Library.

      Cydis, S. (2015). Authentic instruction and technology literacy (Links to an external site.). Journal of Learning Design, 8(1), 68-78. https://files.eric.ed.gov/fulltext/EJ1060125.pdfTracey, M. W., & Unger, K. L. (2012). A design-based research case study documenting a constructivist ID process and instructional solution for a cross-cultural workforce. Instructional Science, 40(3), 461-476. https://doi.org/10.1007/s11251-011-9184-3

      • The full-text version of this book is available through the JSTOR Journals database in the University Library.

      Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology, Research and Development, 58(2), 229-243. https://doi.org/10.1007/s11423-009-9137-6

      • The full-text version of this book is available through the JSTOR Journals database in the University Library.

      Recommended Resources

      Book

      Espey, L. (2000). Technology planning and technology integration: A case study (Links to an external site.). In Proceedings of Society for Information Technology and Teacher Education International Conference 2000, edited by C. Crawford et al., pp. 95–100. Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved from http://files.eric.ed.gov/fulltext/ED444467.pdf

      Article

      Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.

      • The full-text version of this book is available through the ProQuest database in the University Library.

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