As an instructor at a technical college I am always looking for additional ways to motivate/reach my students. Therefore, it is hoped that this e-portfolio will demonstrate my knowledge/skills using current and emerging instructional technologies as they relate to learning with technology. Further, I hope to demonstrate my ability to design learning opportunities that apply technology through enhanced instructional strategies to support the needs of all learners. Apply research to support learning in technology, and exemplify ethical practices of technology usage. I also hope to demonstrate my ability and skill in evaluating technology resources to facilitate effective assessment and evaluation, utilize technology to collect and analyze data, interpret results, and communicate findings to stockholders. Lastly, I would like to demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership. As a classroom instructor I have ordered these sections in this particular order based on its value to my learning environment. However, this does not reflect my belief that one section is more important than the other section. I hold the belief that to facilitate a holistic learning environment all stockholders must become fully engaged team members, thus the ordering of these sections would change based on this engagement.
To provide context, I feel that it is necessary provide a generation of the demographics presented by the student population. Students are primarily males, between the ages of 18 and 25. These students are predominately Kinesthetic and Spatial/Visual learners who have some informal knowledge of the subject matter. A large percentage of the student population are not academically strong, or have special needs/exceptionalities. These learning disabilities are presented as attention deficit/hyperactivity disorder (AD/HD) and Posttraumatic Stress Disorder (PTSD).
Apply research to support learning in a technology-enhanced environment.
With this group in mind I found a 2011 study preform by Douglas Koch, titled The Effects of Solid Modeling and Visualization on Technical Problem Solving. This study was presented in The Journal Of Technology Education in that year. Technical problem solving is not a new concept at technical colleges in fact instructors are skilled in the model. By providing a detailed implementation plan, and continuous formative feedback the instructors facilitate the continuous flow of information as the plan is implemented. The development of the student through the formative feedback system allows corrections and adjustments that must be made while the process unfolds. However, Koch, (2011) states “Spatial visualization is an important component of the problem solving process, particularly in technical problem solving and design….One must be able to visualize, or “see” in one’s mind, a mental picture of possible solutions and outcomes to a particular problem” (p. 4). Using technology to provide the spatial visualization required for problem solving can be a challenge, however Koch, (2011) hypothesized that “Participants using solid modeling software to design solutions to technical problems will not show greater success in the construction of a physical model or prototype than those using sketching” (p. 6). Sketching, in this context may be view as taking notes, or simply watching a demonstration, while solid modeling software provides a 3D depiction of the process. What the study revealed was that for those student with a high level of Spatial Visualization “This and other studies demonstrate that visualization is an important component of the process….Several studies have showed the importance of visualization to problem solving. This study also supports that spatial visualization can be an important component and predictor of problem solving success (Koch, 2011 p. 15). This study may have far reaching impacts on how and when technology may be utilized at a technical college. In another study Siebert, Mills, and Tuff, (2009) debated the relationship between the nature of work-based learning and the
structure and pedagogy underlying such learning. These studies form the basis for my current theory of designing instruction.
Reference
Koch, D. (2011) The Effects of Solid Modeling and Visualization on Technical Problem Solving. Journal Of Technology Education 22, no. 2: 3-21. Retrieved March 23,2016 from ERIC, EBSCOhost
Siebert, S., Mills, V., & Tuff, C. (2009). Pedagogy of work-based learning: The role of the learning group. Journal of Workplace Learning, 21(6), 443-454. doi:http://dx.doi.org/10.1108/13665620910976720 Retrieved September 26, 2015 from ProQuest. Web.
To provide context, I feel that it is necessary provide a generation of the demographics presented by the student population. Students are primarily males, between the ages of 18 and 25. These students are predominately Kinesthetic and Spatial/Visual learners who have some informal knowledge of the subject matter. A large percentage of the student population are not academically strong, or have special needs/exceptionalities. These learning disabilities are presented as attention deficit/hyperactivity disorder (AD/HD) and Posttraumatic Stress Disorder (PTSD).
Apply research to support learning in a technology-enhanced environment.
With this group in mind I found a 2011 study preform by Douglas Koch, titled The Effects of Solid Modeling and Visualization on Technical Problem Solving. This study was presented in The Journal Of Technology Education in that year. Technical problem solving is not a new concept at technical colleges in fact instructors are skilled in the model. By providing a detailed implementation plan, and continuous formative feedback the instructors facilitate the continuous flow of information as the plan is implemented. The development of the student through the formative feedback system allows corrections and adjustments that must be made while the process unfolds. However, Koch, (2011) states “Spatial visualization is an important component of the problem solving process, particularly in technical problem solving and design….One must be able to visualize, or “see” in one’s mind, a mental picture of possible solutions and outcomes to a particular problem” (p. 4). Using technology to provide the spatial visualization required for problem solving can be a challenge, however Koch, (2011) hypothesized that “Participants using solid modeling software to design solutions to technical problems will not show greater success in the construction of a physical model or prototype than those using sketching” (p. 6). Sketching, in this context may be view as taking notes, or simply watching a demonstration, while solid modeling software provides a 3D depiction of the process. What the study revealed was that for those student with a high level of Spatial Visualization “This and other studies demonstrate that visualization is an important component of the process….Several studies have showed the importance of visualization to problem solving. This study also supports that spatial visualization can be an important component and predictor of problem solving success (Koch, 2011 p. 15). This study may have far reaching impacts on how and when technology may be utilized at a technical college. In another study Siebert, Mills, and Tuff, (2009) debated the relationship between the nature of work-based learning and the
structure and pedagogy underlying such learning. These studies form the basis for my current theory of designing instruction.
Reference
Koch, D. (2011) The Effects of Solid Modeling and Visualization on Technical Problem Solving. Journal Of Technology Education 22, no. 2: 3-21. Retrieved March 23,2016 from ERIC, EBSCOhost
Siebert, S., Mills, V., & Tuff, C. (2009). Pedagogy of work-based learning: The role of the learning group. Journal of Workplace Learning, 21(6), 443-454. doi:http://dx.doi.org/10.1108/13665620910976720 Retrieved September 26, 2015 from ProQuest. Web.