Instructional Design                     

One of the papers that I had to write, examined my learning and teaching preferences.  I described myself as a "jack of all trades, master of none."  That is because I have such a wide variety of interests and gifts.  Music is just one of my gifts as well as art.  I love to create and design.  That also pertains to instruction.  I have so many varied interests that I can also learn in many ways as well as teach with many different styles.  Teaching the same way would and has never do for me.  I chose not to major in music or art, because I liked doing so many different things and I also liked to organize things and solve problems.  Elementary classroom, seemed to be the perfect place for me.  I could do it all.  But, now I am a music teacher, and the process of instructional design is more important to me now so the need to add variety remains the same.

As I entered this venture of the MSET program, I truly believed that good instruction was the result of good planning.  I was also excited to find out how the latest technologies could assist in that process.  As the program progressed, what I believed held to be true.  We have a vast amount of information floating around and we could become "infowhelmed" with it all and so could our students.  They can't learn it all so we need to take a back seat and let them do more experiencing.  We need to be there to guide them.  It is time for the teacher to stop standing in front of the class doing the "Twist and Shout" and step back and become a background singer.  They need our guidance and wisdom, but we need to let them shine. 

Related Program goals

Educators will be:

• leaders in educational technology;
• current in teaching and learning processes and practices;
• current in research technologies and design;
• knowledgeable of current, technology-based educational tools and products.

Related Objectives: 

Educators will:

• demonstrate proficiency in teaching and assessing others in the use of computers and related technologies in a variety of educational settings.
• apply learning theory and the principles of instruction design in curricular and instructional decision-making.
• be proficient in finding, evaluating, and using current educational research to support continuous improvement in their profession.
• be proficient in the use and application of computer software.
• demonstrate proficiency using computers and related technologies in instruction.
• use systematic problem solving and research-based human/computer interaction practices in the development of computer-assisted instructional programs.

Related course projects:

CET 728 Language Arts in the Mobile Computing Environment

• Unit 1
• Final Unit

CET 769 Adult Learning for Distance Education

• Learning theories
• Final Project

CET 726 Technology in the Curriculum

• Interdisciplinary Project - Literature Lure

CET 727 Social Studies in the Mobile Computing Environment

• Virtual Library
• Unit Plan

LT 712 Principles of Learning for Instructional Technology

• Lesson Analysis
• Music Model

LT 741 Intro. to Distance Education

• Final Project

LT 716 Systematic Design of Instruction

• Final Project