IT 645 has been a very informative class. Working on the learning projects has given me numerous ideas on how to present material in the classes I teach, especially the on-line classes. Not only were the learning projects informative, but every component of the course contributed to the learning process and gave me ideas to implement in my own classes. At first I was not a fan of writing a blog; however, looking back I realize that answering the blog questions got me to really focus on the chapter information. I had to refer back to the chapters when answering the question, which got me to take a closer look at the material. Commenting on the blog of my peers did prove to be somewhat of a challenge. Sometimes I was able to think of something to promote discussion, then other times I really struggled. I felt like too many of the comments posted to my blog were of the “I agree” or “good job” variety, which did not promote discussion. It may have been due to my question answers not being thought provoking enough. I have had this same problem in my own on-line classes and am at a loss on how to correct it. I want my students to interact or I would do away with discussions in my on-line courses. I may in the future have my students, specifically my on-line students, keep a journal and write reflections on the topics covered in the class. I will implement some of the other tools I learned about in IT 645 to promote student interaction. I found the video clips more useful than the podcast clips. I am a very visual person, and unless I am listening to music it is hard for me to focus on an audio recording only. I found the videos the most useful when I watched them while reading the text. I would read a section of text, then watch the video associated with that topic. This process really help to reinforce what I just read. The class component I found the most useful was the hands-on projects. I am a very visual, hands-on person, and learn best by doing. You can tell me or show me how to do something, but I will not learn it until I work through the process myself. The hands-on projects fulfilled this need. I currently create lesson plans for each of my courses, so I was already familiar with the process. Although, I really create a course lesson plan for myself and do not share it with the students, I just provide them with a tentative schedule and a copy of the course objectives. I plan on providing students with the objectives covered in that days lecture so they can better prepare before class. I have never created a Google forms survey until this class and found it very easy to do. I do not plan on using it for a technology survey, but like the idea of using it to poll my junior hematology students to see what background in health and medical topics they have. This way I would know how much time I need to spend covering basic metabolic processes and defining terms. I found Google Docs and Slides also very easy to use; however, I do not plan to post lecture notes or PowerPoints in this format. I have my students create presentations in several of my classes. Google Slides would make it easier for them to collaborate with one another. They wouldn’t have to meet outside of class as often to work on projects. While I like the idea of posting notes in Google Docs so students can easily add their own notes and share them with others, I believe students should take their own detailed notes. While I think podcasts are a great idea and may work for other courses, they are not the best option for my courses. All of the courses I teach have strong visual component. In hematology my students have to identify blood cells, in body fluids they have to identify urinary sediment, and in coagulation they need to see the process of coagulation. I do not plan on using podcasts, even in my on-line classes. I do like the idea of using movies even though the process was tedious at first. Videos provide auditory stimulus and the much needed visual stimulus. Videos will be more useful in my on-line classes, which I like to keep in the asynchronous format. Having the students watch several short videos on their own time is a better format than me lecturing in real-time using Blackboard collaborate. My favorite hands-on assignment was the Edupuzzle. This is a great way to tailor existing material to your needs, especially if you do not have the time to create your own videos. Edpuzzle videos would also be a great way to see if your students are actually watching the videos you provide. I had never used Rubistar until this class; I have always created my rubrics from scratch. Rubistar made the tedious task of creating rubrics very easy and I will definitely use it again. Quizizz was also a very useful tool. I may use it to create lecture quizzes or homework quizzes. If I used it in lecture I could make a game out of it. The student with the highest score would get a piece of candy or an extra point on a test. I also may have my students create their own quizzes. Thinglink is a great way to provide an interactive learning experience. This is another teaching tool I could use as a project for my students to create. I found creating these projects made me immerse myself more in the topic of coagulation more than if I just read the book. I have a YouTube page of videos I have viewed to make sure the information is accurate, which I share with my students. There is so much information out there and I want to make sure my students watch accurate videos. Scoop.it is a great way to share other forms of information found on the web that I know is accurate; this way my students can focus on learning without worrying about determining if the information is accurate. While I see the purpose of creating a website for this course, I do not plan on having my students ever create a website. It was needed for IT 645 because it allowed me to see how all the technologies we discussed could be used together. I will always use Blackboard for my on-line courses, so I will never create an on-line quiz, other than using Edupuzzle or Quizizz, to create on-line quizzes. I have used on-line quizzes created in Blackboard and will continue to do so. I currently use discussion forums in my on-line classes and will continue to do so; however, I will not use nabble or anyother program outside of Blackboard. I may eventually replace discussion forums with another method to promote student interaction. I never plan on having my students create an electronic portfolio; it does not really pertain to my courses. If my students needed to document how they had met certain standards or goals it would be a great tool. They would have it ready for their first job interview. If I taught at a clinical site an e-portfolio would be a great way for students to showcase what laboratory instruments, tests, and laboratory information systems they have used. However, I could use it for my students to write and post laboratory procedures; they could create an electronic laboratory manual. My main weakness is not coming up with projects for my students, or new teaching methods, my weakness in an inability to fill in the details. I am great at seeing the big picture and coming up with big ideas, I need help with the fine details that make it work. IT 645 has taught me how to work on those fine details and how important they are. If I tell my students to create a PowerPoint on primary hemostasis and not give detailed instructions, they may not give me want I was looking for. The project could be lacking in subject matter or they present too much information; either way they do not learn from the experience. Providing thorough instructions really enhances the learning process. My main weakness is a lack of background in education. I was never taught how to teach, and IT 645 has enlightened me on teaching techniques and the importance of proper course planning. My future learning goals involve learning how to create the best possible learning environment for my on-line and face-to-face classes. Pursuing my PhD in Instructional Technology and Design (ITD) is a big step in achieving that learning goal. When deciding on what PhD program to apply to, I knew it would be one that would make me a better teacher, and ITD was the perfect fit. Over the next several years I will be learning how technology can enhance learning, and I look forward to learning how technology can enhance the learning environment. In conclusion, IT 645 was a major step in achieving my learning goals, and it has taught me that just lecturing using PowerPoint is not always the best option. Technology, if used correctly, can really make learning fun and interesting.
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What are the legal considerations of which a teacher must be aware when implementing technologies in the classroom? Explain each consideration and the step(s) you should take in your own classroom to ensure you do not violate the law. When implementing technology in the classroom, instructors must consider acceptable use, ADA compliance, student privacy, copyright law, and software piracy. Acceptable use refers to the use of technology in a manner that protects students from inappropriate information and dangerous situations. Most school districts have an acceptable use policy (AUP) that describes what students may and may not do when using school equipment. Instructors need to review the AUP so they can share the computer code of ethics with their students. Since I teach at a university, and do not teach minors, the code of ethics is the only aspect of acceptable use that applies to me. Also, they use personal laptops which I have no control over. It is still important for me to go over the computer code of ethics, so my students know what information on the internet is appropriate for use in class projects. I train students to be a medical professional, so included in that code of ethics should be a section on how to behave professionally on social sites. If I taught minors, I would have filtering software on the computers, which would prevent my students from accessing unacceptable sites. This software would also let me know who tried to access those sites. Parental control options built into computers is also a good way to prevent students from accessing unacceptable sites. Again, I do not teach minors and my students use their own computers, so parental control options and filtering software would not be used in my class. Compliance with the Americans with Disabilities Act (ADA) has become important in education, including the use of technology in the classroom. Section 508 of the ADA covers electronic and instructional technology used in the classroom. The ADA makes sure information is presented in a way that is acceptable to all, including those who are hearing impaired, visually impaired, or have any other disability that prevents them from using technology in its normal format. I include a statement in my syllabus that refers to the ADA, and instructs students with any disability that may require alterations in my presentation methods to go to the Office for Disabilities Accommodations (ODA) so I know how to help. I always make sure to state the first day of class to go to the ODA if you have any problems; I can’t help unless you let me know what you need help with and how. Medical laboratory scientists have essential skills that we list in our policy manual, so I do not have to worry about ADA compliance too often. However, I do try to present information a variety of ways. Student privacy is also a huge concern. I do not deal with minors, but I still have to worry about student privacy. Our department has our students sign a form that gives us permission to take photos of them and use those photos on our website and social media pages. I do not have to worry about parent/guardian permission to share in formation. The Family Education Rights and Privacy Act prevents me from sharing student information without the students consent. I cannot release academic information to parents without the students consent. I can only discuss information with the student or fellow instructors in my department. It is not acceptable to talk about students via social media, or with anyone outside of the institution I work for. With all the information available on the internet, copyright law needs to be taken into consideration. When using information from the internet, even if there is no obvious copyright information, it is best to assume that it can’t be used without permission from the creator unless it is clearly stated that it can. It is illegal to claim someone else’s work as yours, or to use someone else’s work for profit. The fair use component of the copyright law does allow temporary use of copyrighted material if it is for non-commercial educational purposes, it is a portion of a published work and a small portion is used, and it is not used for profit. I site all photos, images, and information that I can and state that it is not my own creation if I do not have the source. I make sure students cite all images obtained from the internet. Finally, software piracy, which is copying software for use on multiple computers, should be considered. This does not apply to me. Our department does not have computers for student use, only for each instructor to use. We all teach different subjects, so we have no need to copy software, nor should we. As instructors, we need to make sure we should be aware of all the legal considerations and make sure we comply with all that apply to us. As instructors, our job is to prepare our students for the world. With this in mind, I think we should also teach them about those legal considerations and teach them the importance of following them. Technology continues to evolve, becoming more personally responsive, more collaborative, and more individualized in addressing the needs of the learner. This approach of teaching and learning – whether using personal learning environments, MOOCs, or digital badges – will change how teachers use technology to ensure instruction that addresses the unique needs of the learner. How do you think the personalized learning will alter the way you implement technology-centered personalized learning in your classroom? Give at least three examples. I am a big fan of students collaborating with one another in the learning environment. One can learn a lot from discussing ideas and reviewing information with their peers. I think electronic paper holds many uses in for learning in my classroom. Students can take notes and easily share those notes with their peers, and may be much cheaper than current e-readers. Many textbooks are now in electronic formats, and an inexpensive tool to present the material is needed for college students. Massive open online courses also appeal to me. They are a great way to collaborate and share ideas with medical laboratory science (MLS) students around the world. Not only can they interact and learn from their peers locally, but can learn about how labs are run in other areas of the world. Using a MOOC would teach the importance of staying in touch with MLS peers and how much we can learn from the diversity of the world. Finally, I would love to get my hands on a 3D printer. Many students today are hands on learners. A 3D printer could be used to print out a model of a platelet and all its receptors. I could use the printer to teach collaboration by having my students work on the design together. There are so many new and emerging technologies out there that the learning possibilities are endless. I look forward to where these technologies where take me in the future. This weeks projects included thinglink, which creates interactive images. Thinglink is a great learning tool for hands on and visual learners. I think it would be a great idea to have my students create their own. Below you will find the link to my thinglink. I also had to create a scoop.it page. This is a great tool for sharing resources. Essentially, it is a tool for creating an online magazine or news letter. I think it is great for helping students find accurate and pertinent information, There is so much out there it can be hard to find the good. You may find my Scoop.it link below. There has been much discussion about whether distance education can provide students instruction that is equal in quality to traditional education. Do you think an equivalent experience is possible via distance delivery? Why or why not? I believe if the right tools are used a course delivered in a distance learning format can provide instruction that is equal in quality to a course presented in the traditional face-to-face format. Face-to face classes consist of content delivery, peer interaction, instructor feedback, assessment, and grades. Distance learning courses can provide the same course components. Content can be delivered using PowerPoint, videos, podcasts, and many other tools. Just like the instructor provides material and explanations while lecturing in a face-to-face class, the podcasts and etc. used in the distance learning program do as well. Peers can still interact in a distance learning course. Instead of discussing topics in the classroom, discussion boards and blogs may be used. Chat rooms and programs such as Blackboard Collaborate provide a synchronous format. The only problem with distance learning format is the delay in instructor feedback. Students need to be reminded at the beginning of the course that there will be a delay in receiving answers to any question; students need to keep in mind that they do not need to wait until the night before or the day of exams to ask questions. Use of instant messaging systems or a simple phone call may shorten the delay. Assessments may still be given with the assurance students are not cheating by using moderators. Timed exams may also be given. If the student is trying to look up answers he or she will not have time to finish the test. It is very easy to return grades to students in a distance learning format. Assignments may be submitted and graded with in the delivery software, and made available for students to see. As long as the distance learning course has all of the same components of the face-to-face course, students receive an education that is up to par with a face-to-face course. Distance learning courses do have their problems. The students need to be motivated to do the work and realize that they must approach a distance learning course differently than a face-to-face course. I have known students to do fine in a face-to-face course but lack the self-motivation required to complete an online course. I had a co-worker who had a student tell her that she did not have time to look up the answers while taking an exam. Students need to realize that an online course is not meant to be easier than a face-to-face course; an online course requires the same or more amount of work. But then again, there are also students who fail from lack of motivation in face-to-face classes as well. The instructors also need to realize that they cannot set up the course and walk away. The teacher needs to be there to answer questions and provide feedback to the students. In conclusion, traditional learning formats and distance learning formats can provide the same quality of education if 1) the students are motivated and willing to put in the time and effort required to succeed and 2) teachers utilize the tools available to the in an effective manner and stay involved in the course. Below there is a link to my Intro to Hemostasis online lesson that has an example of an online quiz and a discussion forum using Nabble. Click on the Quizizz link and enter the code 065173 to experience a quiz with instant feedback. Rubrics can be very useful in letting students know what is expected of them. Below you will find an example. I hope these examples help with any future online classes you may teach.
Web communication tools open broad new opportunities for interaction among students across the globe. Of the communication tools you have learned about, which do you think holds the most promise? What are its strengths and weaknesses? How might you use this type of tool in your classroom to develop and promote 21st century learning skills? The web communication that offers the most promise for me personally would be discussion groups. Discussion groups are a great tool for promoting interaction between on-line students. The asynchronous format allows students from around the nation and globe to interact without the time constraints of being in different time zones. From use in my classes I have found the greatest weakness lies in actually getting students to hold a discussion. Even with a rubric that states what I am looking for I still have students posting “I agree,” “good point,” etc. I cannot seem to impart the importance of the discussion. I believe an important 21st century learning skill is the ability hold a polite conversation with co-workers, even when one’s ideas are different. Currently, and in the past, I have used discussion groups in my on-line classes to teach the importance of communication and discussion skills. I have found that case studies are a great way to promote discussion. The students usually find them interesting. Discussion groups are a great forum for the sharing of ideas and learning key communication skills. Students learn a lot from one another; students can help others understand things that the teacher may have trouble conveying. For IT 645 I had to create an on-line course, the link may be found below. Tell me what you think. Do you have any ideas on how I may use web communication tools and what tools what be the most appropriate? This week’s assignments required me to step outside of my comfort zone and record myself talking. I created a podcast, video, and interactive video. My podcast introduced the topic of hemostasis. I actually found this process very easy, but hated to hear myself! I may would use a podcast for my online classes; however, I think the video would be a better option. All of my courses have a visual component, and a podcast leaves that out. Images are the best way to explain primary hemostasis, and a video allows me to show pictures of what I'm explaining. The video was a bit more challenging to create. I do not have the patience to edit videos. I do not see myself making videos in the future. I really enjoyed creating my Edpuzzle video. I like being able to choose videos that already exist and edit them for my own purposes. This was much easier than creating a video from scratch. I loved being able to add questions to make the video interactive. I was able to take a simple video and create a quiz on the details not mentioned. I plan on creating more for my students to use for review. I will also be able to see their strengths and weaknesses in the subject matter. Chapter 8 mentioned several animation applications such as Google Sketchup and SAM Animation. Applications such as these would be a great way for my students to apply the information presented. I found I had to review the topic thoroughly while creating my projects this week and last week. Instead of the usual poster board, I think I will have my students create an animation. They will have to think through the material to create, which will lead to a better understanding of the subject. I have enjoyed using Edupuzzle and learning about other interactive apps this week. I look forward to implementing them for class projects and teacher prepared materials. Please check out my projects from this week and let me know what you think. Chapter 7 discusses software for teacher tasks. Much of the software mentioned in this chapter I currently use. I use several Microsoft Office applications to prepare for my lectures and lab. I use PowerPoint to prepare lecture presentations, Word to write lab and lecture worksheets, quizzes, and exams, and Excel to evaluate student teacher evaluation scores. I also use software from my textbook company to prepare exams. The assignments for this week required me to prepare materials in a format I have never used: Google Docs, Forms, and Slides. I found all three very easy to use. I used Google Docs to prepare lecture notes for the first topic of my lesson on hemostasis. When I prepare for lectures, I usually just hand write notes on to a printout of my PowerPoint. This was the first time I typed out notes for student use. Making my notes and lecture sides available in Google Doc and Slides allows the students to make them their own by adding images and videos they find useful. With their changes available to other students it enhances the learning experience for all. Being able to make changes and discuss them with their peers gets them involved in the learning process and promotes active learning. The teacher can also benefit from the group learning environment of the Google format. Students can sometimes put things in simpler terms than the teacher and also come up with great mnemonic devices. Sharing them in the Google format allows them to be available to future classes. Using Google to share documents would be very beneficial for collaboration among students in my online classes. It gives them a space that makes working on projects when they can't meet face to face a breeze. Google Docs and slides were very easy to use; it was just like using the Word and PowerPoint programs in Microsoft Office. Google Forms was very user friendly. I like how it shows you the statistics of the question answers. Google Forms would be a great way to determine the knowledge base of my students before I start class. I found the Google applications very easy to use and look forward to implementing them in my future classes, especially my online classes where the students do not have face-to-face contact with one another. Please check out my Google Docs and Slides. Also, please take my technology background survey. I look forward to your input. Please share any ideas you have on how to make them better. You will find the links below. Use the Contact section of my Blog page to send me your email and I will add you as a collaborator on my documents. Chapter 4 Question 2: Students with special needs include both those who have disabilities and those who are gifted. Technology can provide solutions to help meet the unique needs of both groups. However, schools typically have limited budgets for technology. Considering that the needs of all students should be met, what do you think the best allocation of limited technology dollars should be to meet these students’ needs? Give examples to support your views.
If an educational institution does not have the funds for the most advanced assistive technology, they can work with what they have. Microsoft and Apple software have built in software to aid those with disabilities. Microsoft’s Windows has an application called the Ease of Access Center. It comes with Windows and does not cost anything extra. The Ease of Access Center lets the teacher tailor the computer to each individual student’s needs. Those with hearing, visual, and dexterity problems can utilize the same computer, the teacher just needs to change the settings between students. Gifted students could use the same computer as those with disabilities. If a school has iPads, kindles, or other types of tablets, free educational apps may be accessed. The Center on Accessible Instructional Materials contains resources and technology assistance for educators, parents, students, publishers, and others involved in education and educational resources. This website, www.aem.cast.org , provides the standards for implementation of universal and design technology solutions for all learners. From there I learned about Open Educational Resources (OERs). OERs are teaching, learning, and research materials of all mediums that may be accessed at no cost with limited or no restrictions. One website offering OERs is www.edutopia.org . This website offers free digital material designed to aid in teaching to all types of learners. A limited budget does not mean an institution cannot aid all students in reaching and surpassing their potential. The internet is an abundant source of free educational programs and technologies, we just need to know where to look. Schools can also use technology, such as Windows, which they already possess. Organizations such as the Center for Implementing Technology in Education, the Center for Applied Technology, the University of Washington DO-IT project, and the organizations mentioned previously, provide teachers and educational facilities information to use the resources they have to the best of their abilities. Chapter 5 Question 3: What is the most significant opportunity presented by technology integration? What role does training play in effectively integrating computers in the classroom? Technology integration into the classroom presents opportunities for both students and teachers. Technology such as the internet tears down classroom walls. Students are no longer isolated to the classroom; they can interact with students across the globe. The internet provides access to the entire world’s knowledge as well as a variety of multimedia tools. Technology also allows the teacher to tailor instruction to each individual student’s needs. Integrating technology in the classroom provides teachers support for administrative tasks such as lesson planning, as well as opportunities for interacting with peers. The greatest opportunity integration of technology provides is the enhancement and customization of instruction. Technology is beneficial for the teacher and student. However, technology is only useful if it is integrated properly. Training of teachers so they are competent is key to successful integration of computers in the classroom. In order for teachers to model technology skills for their students they need to be properly trained. Training also provides teachers with the skills to choose the appropriate software, control the interaction of the hardware, troubleshoot minor problems, and make adjustments for their students’ needs. Not only do teachers need to be able to control and make use of technology to make the classroom run smoothly, they may be called upon to participate in school wide technology decisions. Computer competency is key to a smooth integration of technology in the classroom, and training ensures that competency. However, it is important to remember that changes in technology occur all the time so teachers must constantly undergo training to keep up and stay competent. Chapter 6 Question 1: After considering the various types of digital technologies presented in this chapter, what three pieces of equipment do you think you would most want for your future or current classroom? Explain why you selected these three and how you would use them for teaching and learning. The three pieces of equipment I would like to incorporate into my current classroom are graphic tablets, electronic whiteboards, and clickers. The graphic tablets would be great for hematology and body fluids, which have a heavy visual component. In those two courses my students use the microscopes a great deal and I review cell types and urine sediment using PowerPoint or an antiquated laser disc. The graphic tablet would allow for more interaction when reviewing cell and sediment images. I could point out cell features and then label them. If a student had a question he or she could come point out the exact feature the question was about, instead of me pointing to several spots before I figure it out. The next technology I would like to implement would be an electronic whiteboard. I use PowerPoint but also like to write on the chalkboard or dry erase board. I would like the ability to save what I write on the board for future reference. If the whiteboard and what was pulled up on the computer screen could be projected at the same time, that would be even more ideal. Finally, I like the idea of implementing clickers in the classroom. Instant feedback after covering a topic would be very beneficial to me and my students. I would know after presenting a topic if I made my point clear enough or if I need to review some more. I stop to see if anyone has questions periodically while lecturing and all I get are blank stares in return. If I ask questions about topics I just covered, count it as a quiz grade, and let my students respond with the clicker, I would get feedback instead of blank stares. The clicker quizzes would give me idea of their understanding of the material. Many of the digital technologies listed in chapter six I actually already have access to, but have not used them to their fullest potential. I look forward to putting those technologies to better use in the future. This weeks reflection focuses on standards and their effectiveness, learning styles and their influence on learning, and lesson planning. Having no experience in secondary education I found some of the following questions a bit challenging. I drew on my own experience as a medical laboratory scientist and as an instructor in a medical laboratory science program at a university.
Chapter 1 Question 1: Standards have altered teacher preparation programs and curriculum requirements in schools. The intention behind standardization is to ensure equivalent and consistent instruction and to provide measurable outcomes. Do you believe that the implementation of standards identified by national, state, and curriculum organizations has accomplished their intent? Explain why or why not. I personally believe the Common Core Standards developed by the 48 states and the District of Columbia are a wonderful idea. They ensure that no matter what state a student lives in, he or she is taught the same basic math and English skills. I do not have much experience with Common Core Standards. I do not teach grade school, but teach at the university level. I also have had no instruction in education methods or practices. My only experience with Common Core Standards is from my 6-year-old son who just completed kindergarten in the public school system. He made great strides this past year in his reading ability which leads me to believe the standards are working. His Kindergarten reading assessment scores greatly increased. According to the website www.corestandards.org, most states implemented Common Core Standards in the 2013-2014 or 2014-2015 academic years. More time is needed to see if the standards are providing the desired outcomes. I do have experience when it comes to standards implemented in the field of medical laboratory science (MLS). I am a certified medical laboratory scientist and teach in an accredited MLS program. In order to ensure quality laboratory results are reported in every lab in every state and every country, standards were developed. There are standards educational facilities must meet and standards clinical laboratories must meet. This ensures that all MLS students are taught the same information and all laboratories treat patient samples with the same quality procedures. The National Accrediting Agency for Clinical Laboratory Science (NAACLS) is an “international agency for accreditation and approval of educational programs in the clinical laboratory science and related health professions.” In order to be accredited each educational facility must meet a set of standards. Every educational facility must meet the same standards, which ensures no matter where a student matriculates they receive the same quality of education. NAACLS makes sure each educational program is properly preparing MLS students to pass the American Society for Clinical Pathology Board of Certification (ASCP BOC) exam, and prepares them to be meaningful additions to the laboratory workforce. For more information on NAACLS and ASCP please visit www.ascp.org and www.naacls.org. Not only do educational programs have standards to meet, but clinical laboratories have standards to meet as well. The Clinical Laboratory Standards Institute (CLSI) provides a list of standards labs must meet in order to be accredited. The College of American Pathologists (CAP), incorporates the CLSI standards in their own accreditation check lists they give clinical laboratories. The Joint Commission on Accreditation of Healthcare (JCAHO) is another organization that uses standards in order to give laboratories accreditation. For more information on accreditation please visit www.clsi.org, www.cap.org, or www.jointcommission.org. The goal of the lab is helping physicians diagnose and treat patients, and the use of standards in the clinical laboratory is essential to ensuring quality patient care. Standards ensure MLS students are prepared and have the necessary skills to provide quality patient care by turning out quality lab results. Standards are essential in ensuring hospitals and other facilities have laboratories that are adhering to all the necessary guidelines required to ensure patient safety. Standards have been used for many years in the clinical lab with great success. Just ask anyone who had a lab test save their life. Chapter 2 Question 2: Different students have different learning styles and their learning styles influence their learning. As a teacher, you should understand your students learning styles when preparing for the classes. Discuss your understanding on different learning styles and its influence on learning. Learning styles are the conditions under which a student learns the best. The three main learning styles are auditory, visual, and kinesthetic. A student is able to learn under any of the three conditions; however, he or she learns best under one. In other words, he or she has a dominant learning style. According to www.vark-learn.com, there is a fourth condition, read/write. VARK stands for visual, aural, read/write, and kinesthetic. I took the VARK questionnaire in order to discover my learning style. I have a multimodal learning style, with a predominance in the kinesthetic and visual areas; however, I scored pretty closely in all four learning styles. Once I evaluated my study habits I found the VARK questionnaire to be very accurate. Some multimodal learners utilize all styles equally while others tend to use just one style. I think it is important to consider the learning styles of one’s students. As teachers we should do everything we can to aid in the learning of the material we present to our students. Teaching to the different learning styles is one way to enhance the learning process of our students. In my classes I use a variety of methods to try and cover all four learning styles. For the visual learners I incorporate videos, charts, tables, and utilize PowerPoints during lecture. I also have the students make posters to review test material. To enhance the learning process of aural learners I lecture and ask questions during class. To tackle the read/write learning style I assign readings in the textbook and writing assignments that summarize important topics. Finally, I cover the kinesthetic learning style by incorporating case studies. Medical laboratory science has a laboratory component, which would be a kinesthetic learning condition. I started off my teaching career just lecturing; it’s how I thought it was best to learn. Once I began teaching to all four learning styles I noticed a difference in my students. They were excited about learning. I have noticed I myself have become more familiar with the material as I prepared to teach to all four learning styles. From personal experience I see how addressing all four learning styles while preparing for your classes is very beneficial to the students and instructor. Chapter 3 Question 3: This chapter introduces to you that lesson planning was an outgrowth of your instructional design. The DID section helped you see the overall organization of your instructional unit, and this lesson plan section helped you address what you would do to achieve the unit on an instructional day-to-day basis. Now identify, describe and use the most common steps in lesson planning. A Lesson plan is essentially a guide for each day of activity in the classroom. Planning a lesson includes four main steps: readying the learners, identifying the target objectives, preparing the lesson, and checking for success. I will use my senior hematology class as an example. Readying the learners includes a review of the learner characteristics to see if they have the needed entry skills listed in the unit design. I teach a junior level hematology class and a senior hematology class. In the first portion of senior hematology I cover some of the junior material. An example of readying the learners would be to give the seniors a pretest, which covers junior material, to see what they retained. The pretest lets me, the instructor, know if they have the needed entry skills. The results of the pretest lets me know how in depth I need to go into the junior material. I could actual give a pretest on each daily topic instead of a pretest before the entire course. After I know the entry skills needed and the entry skills the learners actually possess I need to identify the target objectives for that day’s lesson. The first day in hematology I cover basic red blood cell structure and function. I would pull the objectives from my unit design that covered that topic. I would also reference the Board of Certification (BOC) standards that the objectives are based upon. Now I need to prepare my lesson on red blood cell structure and function. There are three main components to prepare a lesson: prepare the classroom, summarize the plan using the pedagogical cycle steps, and identify and list required technology and materials needed. To prepare the classroom, which is the learning environment, I need to describe what is needed to create the physical learning environment. I need to know what is needed to support my teaching and learning strategies. I would check and see if the classroom was conducive to learning by checking the temperature, seating arrangements, etc. Now it is time to summarize the lesson plan using the pedagogical cycle. The pedagogical cycle allows me to carry out my lesson in terms of the teaching and learning strategies I outlined in the DID procedure. I need to prepare my lesson on red blood cell structure and function; I need to make sure my objectives are covered. Next I would bridge prior knowledge with a brief review of what was covered in junior hematology, followed by introducing new knowledge of the subject matter. Now it is time for an activity to reinforce the new and prior knowledge and to show how they relate. I may have the students diagram the red cell structure or diagram the process of oxygen delivery. Once the activity is done I will review the day’s lesson and assign homework. The review and homework provide practice of the material covered. I have prepared the classroom and summarized the lesson plan, now it is time to identify and list the required technology and materials. If I am lecturing using PowerPoint I need to make sure there is a projector and computer. If I am incorporating any hands on activities I need to make a list of the materials and make sure I have them. Now that my lesson is planned with a list of activities and material needed, it is time to check for success. I need to plan my summative feedback that will be used by identifying specific assessment strategies that will be used to measure the success of the lesson. Referring back to my lesson on red blood cell structure and function, I would give a quiz on that material at the next class meeting. The quiz lets me know if the lesson was successful and gives the students themselves an idea of how well they know the material. The quiz lets me know if remediation is needed and if I need to make any changes to the lesson plan. My name is Anna and I am enrolled in the Instructional Technology and Design (ITD) PhD program at the University of Southern Mississippi (USM). This is only my second semester in the program. I took IT 636, Instructional System Design, the spring 2016 semester. This was my first online class to ever take. I have already learned a lot from just that one course and am looking forward to future classes. I have been teaching at USM for almost 9 years; however, I did not start out in education or with thoughts of ever teaching. I obtained my B.S. in biology from USM in 2002, still unsure what I wanted to do. The fall of 2003 I began work on my M.S. in medical laboratory science at, and completed the program in June of 2006. I worked at Marion General Hospital in the lab for maybe 6 months. I did not like the night shift so I took a job at Hattiesburg Clinic’s main lab. After almost a year of working for Hattiesburg Clinic I received a call from my former instructor. They needed an Instructor. I had never thought about teaching, but was ready for a change and decided I would give it a try. I fell in love with teaching! I have had bad semesters and good semesters, but the good outweigh the bad. Since I have no background in education I wanted to pursue my PhD in an area that would provide me with information that would help me become a better teacher. My department just started a fully online program so ITD was a perfect fit. I do not have a lot of experience with technology software. Do not ask me about HTML or use tech terminology, I will not know what you are talking about! I began using PowerPoint in high school and use it in my lectures and labs, so I am very familiar with it. I am also familiar with Word, PDF, Publisher, and Excel. I have written many a paper with Word, converted files to PDF, made flyers with Publisher, and grade spreadsheets with Excel. Everything I know about those programs I learned through trial and error. I know enough about them to get by and would love to know more about short cuts, etc. I have never used Access or Concept Mapping. I created my first website for IT 636 using WIX. I found I can spend hours just deciding on a theme! I have always been a little scared of technology but willing to try new things; however, I have found the more I use it the smaller that fear becomes. When it comes to electronic communications I am a pro with email. I have been using email since AOL was first invented. I also love to embed You-tube video clips into my lecture and lab PowerPoints. I have heard of podcasts, blogs, and Wikis but have never used them. My teaching philosophy has changed many times since my first semester teaching. I began as an old school teacher. I lectured and expected the students to write down everything I said. That’s how I learned so I expected everyone else to learn that way. Over the past eight years I have learned that not everyone processes new information the same way. Some students like to just listen and take notes while others need to be actively involved in the learning process. I have used PowerPoints since my first semester in order to present my lecture information. I teach hematology, which requires the use of images, and PowerPoint is a great format for presenting pictures. I have used You-tube for many years now as well. I also use Blackboard to post all assignments, syllabi, PowerPoints, etc. The past few years I have begun using active learning in my classes, and have had both positive and negative responses. The first semester I relied on in class activities without lecturing much and the students loved it. The second semester I did the same thing and that class hated it. I finally found a happy medium. I lecture, review case studies, and ask the class questions the majority of the time. The class period before the exam I use activities to review the material. Last fall, 2015, my classes responded really well. I plan on applying what I learn in the ITD program at USM to enhance my face-to-face classes as well as add a variety of learning activities to my online classes. |
AuthorAnna K. Swann, M.S., MLS (ASCP)CM Blog Roll
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