Professional Knowledge Management System
Clark , R . (1999). Developing Technical Training:A Structured Approach for Developing Classroom and Computer-Based Instructional Materials . Silver Spring : ISPI.
Developing Technical Training has been an asset for creating instructional materials for delivery in both face-to-face and online settings. Based on sound educational pedagogy Dr. Clark presents strategies for teaching facts concepts processes procedures and principals alike.
Csíkszentmihályi , M. (1990). Flow: The Psychology of Optimal Experience . New York : Harper and Row.
Flow: The Psychology of Optimal Experience provides an overview of how people define and achieve happiness. The idea of flow is that you become so immersed in an activity, which is neither boring nor frustrating, that you are able to separate yourself from the external environment in a clearly focused manner. In an educational setting Csikszentmihalyi’s ideas have caused me to rethink how I engage my students and also how technology can assist in this.
Fullerton , T., Swain, C., & Hoffman, S. (2004). Game Design Workshop: Designing, prototyping, and play testing games. San Francisco : CMP Books.
Game Design Workshop opened my eyes to many possibilities or integrating games and gaming concepts into instruction this well laid out and easy-to-read volume provided sound information and game design basics and a process for designing a game.
Gautier-Downes, J., & Rossett, A. (1991). A Handbook of Job Aids . Washington D.C. : Pfeiffer.
A Handbook of Job Aids is an essential tool in any instructional designers toolkit. This volume will provide basic background on job aids and when to use them along with tips for developing a wide variety of aids themselves.
Mager, R., & Pipe, P. (1997). Analyzing Performance Problems: Or, You Really Oughta Wanna–How to Figure out Why People Aren’t Doing What They Should Be, and What to do About It . Atlanta, GA: Center For Effective Performance.
Analyzing Performance Problems is a resource that I referred to many times. The value in this volume is that the authors have laid out a simple procedure to break down performance problems in a systematic way. Moreover this text is valuable for producing solution sets for the most typical types of performance problems.
Nagel, G. (1998). The Tao of Teaching: The Ageless Wisdom of Taoism and the Art of Teaching . New York : Plume.
The Tao of Teaching is an amazing book that blends Taoist principles around a student centered learning experience. This book is valuable to anyone, including parents, who are dealing with people especially children in learning environments.
Parker Boudett, K., City, E., & Murnane, R. (2005). Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching And Learning . Cambridge : Harvard Educational Pub Group.
Data Wise presents a clear framework for school leaders on how to examine test scores and other classroom data and use it as a means to begin conversations that will lead to change for schools. Given the emphasis on data driven decision-making in schools as a result of No Child Left Behind, Data Wise is an important resource in this discussion.
Rossett, A. (1998). First Things Fast: A Handbook for Performance Analysis . Washington D.C. : Pfeiffer.
As a firm believer in the value of performance analysis First Things Fast has a special place in my professional library. This go to guide has provided numerous strategies for both analyzing performance issues and creating solutions sets to the barriers.
Warlick, David. (2004) Redefining Literacy for the 21st century . Worthington, Ohio: Linworth Pub.
Kadel, R. (2005). How teacher attitudes affect technology integration. Learning & Leading with Technology , 32 ( 5 ), P. 34-47. Retrieved March 8, 2008, from the ERIC database.
Based on research from a variety of sources Robert Kagel synthesizes key ideas on how how teachers’ attitudes and professional development opportunities affect technology integration in public schools.
Keller, J. M. and K. Suzuki (1998). Use of the ARCS motivation model in courseware design. in Instructional designs for microcomputer courseware . D. H. Jonassen. Hillsdale, NJ, Lawrence Erlbaum : 401-434.
Keller’s ARCS model has become a cornerstone of my instructional practice. This article clearly explains how to apply this model to courseware design in a technology days setting. By gaining the learners attention, making the experience relevant, building confidence in providing a satisfactory payoff learners become more engaged and motivated.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction. Volume 3: Cognitive and affective process analysis. Hillsdale , NJ : Lawrence Erlbaum.
In Making Learning Fun, the authors provide a schema for developing intrinsic motivation in students. Their ideas fit nicely with Keller’s ARCS model and Csíkszentmihályi’s idea of flow.
Okojie, M., & Olinzock, A. (2006). Developing a positive mind-set toward the use of technology for classroom instruction. International Journal of Instructional Media , 33.1 , P.33-42. Retrieved February 17, 2008, from the Gale database.
In this article of the authors develop a strong case for how developing a positive mind set toward the use of technology can increase the effectiveness of technology integration in the classroom. Moreover they also provide ideas for developing that mind set.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon , 9 ( 5 ). Retrieved March 15, 2007, from http://pre2005.flexiblelearning.net.au/projects/resources/Digital_Natives_Digital_Immigrants.pdf.
In his article Digital Natives, Digital Immigrants, Mark Prensky effectively outlines the differences between today’s students and students of previous generations. As a result Prensky suggests that to be effective educators we must shift the paradigm of how we approach teaching students who have grown up immersed in technology.
Tools for School Improvement . (2006, September 12). Retrieved November 6, 2007, from http://www.annenberginstitute.org/tools/index.php.
The Annenberg Institute at Brown University has put together a strong collection of documents relating to using data to improve student performance. As a result of No Child Left Behind the ideas and tools presented here are of value to teachers and administrators alike.
Whitfield, C. (2005). The five essentials of technology facilitators: successful on-site help for technology integration. TechLearning , 5 . Retrieved February 17, 2008, from www.techlearning.com/shared/printableArticle.php?articleID=159901663.
Technology integration is an important issue in education. As a result more school districts are beginning to hire technology facilitators. In this article Cheryl Whitfield outlines the five characteristics a successful technology facilitators should possess.
Below are links to web sites that I have collected over the past three years and found valuable for my professional practice. Many of them complement ideas from the SDSU’s EDTEC masters program.
Professional Learning Network
Below are links to BLOGs and hashtags that comprise some of my online professional learning network. The bulk of these links contain information related to either the nuts and bolts or the pedagogy of 21st Century Learning.
Hashtags: #edchat, #ipaded, #ipadchat, #makered, #edtech, #edtechchat, #theipadsummit, #aesdelhi