Professional Development

Having access to quality professional development resources will ensure the success of instructional technology in the K-12 setting. Below are some resources that we feel provide meaningful information that will support teachers and administrators as they work to design their own instruction and implement technology. These resources could be used during formal professional development sessions or used to engage learners prior to attending a session.

"This Will Revolutionize Education"

Important Terms Related to IT/HPT

Citations and References for IT and HPT Professional Development

Boling, E., & Smith, K. M. (2012). The changing nature of design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 358-366). Boston, MA: Pearson Education, Inc.

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.) (pp. 2-14). New York: Longman.

Driscoll, M. P. (2000). Gagné’s theory of instruction. Ch. 10 in Psychology of Learning for Instruction, 2nd ed. Boston: Allyn & Bacon, 341-372

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.

Januszewski, A., & Perischitte, K. A. (2008). Chapter 10: A history of the AECT’s definitions of educational technology. In Educational Technology: A Definition with Commentary (pp. 259-282). New York: Lawrence Erlbaum Associates.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?. AmericanPsychologist, 59(1), 14-19.

Mayer, R., E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Introduction to the instructional design process. Designing effective instruction. (5th ed.) (pp. xviii-26). Hoboken, NJ: John Wiley & Sons.

Savery, J. R., & Duffy, T. M. (2001, June). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, pp. 1-17. Indiana University Bloomington.

Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review 24:1: 86-97.

Reiser, R. A. (2012). What field did you say you were in? Defining and naming our field. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd) (pp. 1-7). Boston, MA: Pearson Education, Inc.

A.D.D.I.E -A.D.D.I.E. is a systematic approach to designing and developing meaningful instruction: analyze, design, develop, implement, evaluate.

Authentic Learning - Authentic Learning is best defined as real-world learning. Authentic learning is learning that takes place in an educational environment, but relates a concept to the real world. For example, if students are learning about multiplication, the educator can incorporate authentic activities to assist the students in realizing multiplication’s relevance to the real-world.

Behaviorism - Behaviorism is a theory developed by B.F. Skinner that supports the idea that humans and animals can learn through behavior conditioning.

Cognitive Apprenticeship - Cognitive Apprenticeship is the theory that learning is a complex experience that is dependent upon the internal and external factors that occur with the learner.

Cognitive Overload - Cognitive overload is the theory that an individual can only process a certain amount of stimuli at a given time.

Constructivism - Constructivism is a learning theory that suggests that people learn through their own experiences. An example of this would be a child touching a hot stove. Once the child has touched the hot stove, the child is now aware of the danger; despite the many times mother may have told the child, the child did not fully understand until the experience occurred.

Educational Technology - Educational technology is the theory and study of the ethical use of technology and technological processes to facilitate learning.

Guided Inquiry -Guided inquiry is when the learning of a new concept is facilitated by an instructor who asks probing questions and provides necessary scaffolding.

Instructional Design - Instructional design is the practice of designing a learning experience to allow a learner to efficiently and effectively master knowledge or skills.

Operant Behavior - Operant behavior is the type of learning where behavior is controlled by consequences. These consequences include: positive reinforcement, negative reinforcement, positive punishment, and negative punishment.

Professional Ethics - Professional ethics are a set of principles that guides behavior.

Project Based Learning - Project based learning is a learner center approach where learners construct their own learning by working through an open-ended problem.

Situated Learning - Situated learning is learning that takes place when a learner is engaged in active learning that is authentic to the learner and the real world.