Technology Integration Specialist – job descriptions

08 Feb

As a technology integration specialist (TIS) my job description is all over the place. I was in a meeting today where the principal of the school, who has been doing interviews with teachers to find their needs, has come to the conclusion that teachers have very specific needs, and so do their classes. I agree and am glad he gathered this evidence to support what I was thinking.

What does this mean then for a TIS?

The first thing that it seems to mean is communication is needed on the part of the TIS. As a TIS, we need to explain: What is it that we are doing? Where are we? How can we be contacted or booked? What types of things can we bring to the class? What types of systems are we putting in to place? and the list goes on…

What kinds of strategies can we put into place?

Walking from classroom to classroom – trying to drop in to the classrooms that have the computers out with their kids. And dropping in to the classrooms where SMARTboards are being used…or dropping in to classrooms where no tech is being offered, to get a sense of the units.
Being available at certain times in specific locations – this could rotate through the week. For example, Week 1: Mon – Fri 12:30 – 1:00 in an available room, like a Science room or computer lab, Week 2: Mon – Fri 9:00 – 9:30 in an available room, and so on.
Offering as much PD as possible – lunches, after school.
Being at everyone’s beck and call – Offering phone numbers to teachers who can call when it is necessary to come down to trouble shoot a problem.
Offering kids available times to meet – lunches or after school should suffice.
Designing new policies – For example, Facebook and online social policies.
Setting up infrastructures. For example, Google Docs and Dropbox for communication and collaboration, Netvibes for organizing life, booking systems, saving and cloud systems, infrastructures for instruction online and more.
Tweeting great sites and strategies.
Blogging about what we are doing.
Creating websites or resources for teachers who need it.
Researching and learning about all the latest trends or immediate tech that is necessary.
Being friendly and approachable by everyone.

But is this enough?

As a TIS, this probably means that many hats are to be worn. For example, TISers might be on committees about websites, or technology in general. They might be trying to do overarching projects, like developing larger PD or workshops, or building community relations with other schools and their tech and media departments. They might be inundated with emails every day, but it is their job to set an example, to reply to each and every question, query, statement, request, reply, and quandary.

They should realize they are lucky. This is because they have the opportunity to continually better themselves while they are helping others. In walking into every classroom, they get to see what other teachers and classes are doing and glean or appropriate (read: steal) ideas from their coworkers and friends. Because of this, they are continually learning and growing and able to offer more to their fellow workers and student body.

As a TIS, its great to be loved and needed. It is just too bad there aren’t more ways we can split our time or add more hours to the day. I am sure as an educator or a human I am not the only one who feels this, but it would be great. Maybe this is one more system we need to design. 🙂

Note-Worthy ideas and Sites

09 Jan

(Photo credit: nchenga)

Here are a few that I think are note-worthy:

Socrative.com – This site allows groups to gather information live with a response system that can be projected. For example, True and False, or Multiple Choice answers can be consolidated on the fly.
MyiMaths.com – A good site for students to work at their own pace on Math. The downside is that it costs money, but it seems worth it.
Knewton.com – This Adaptive Learning Platform has a lot of potential. Personalized learning for everyone. The company is starting with Math, but looks like it will be working towards lots of neat things.
TheSchoolofOne – Keeping with the idea of the two aforementioned sites, this idea revolves around each child learning at their own speed. Neat.
Quest2Learn – Quest is a translation of the underlying form of games into a powerful pedagogical model for 6-12th graders.

Theories, assumptions, and philosophical traditions as benefits to the instructional designer

19 Dec

If instructional designers have a lens with which to view or to reflect on a design process it can help support their practice altogether. This lens can be the knowledge of foundational theories, assumptions, and philosophical traditions of instructional design. Christensen (2008) writes it “helps later [to have this knowledge] when it comes to designing the instruction, but also serves as a guide for deciding how to analyze the learning tasks or content and how to assess learning.”

Smith and Ragan (2005) explain these three reasons to reflect upon philosophy and theory as an instructional designer:

Theories are the sources of principles from which many of the prescriptions for design arise, and understanding of the base helps both the learning from the text and ability to engage in application in the field.
Writers in this field need to acknowledge their bases of conclusions and recommendations.
Theories allow designers to explain why they make the decisions they do.

These justifications are all well and good, but instructional designers would be wise to take heed to the advice of Rod Sims (2006) who states you should “assess the relevance of theories and frameworks informing the design and implementation of those environments.”

Examination of the examination is a pertinent component for instructional designers who focus on the lessons and courses, but who want to think about the big picture in doing so.