Instructional scaffolding

Using the ASSURE (Analyze, State, Select, Utilize, Require, and Evaluate) Model of Instructional Design and the Quality Matters rubric for course review, I have just completed IDOL, an online course that follows such skills. By participating in group and course discussion forums, I actively monitored announcements, questions, and postings to guide my learning and recognize the guideposts of objectives and expected quality levels for achievement. Writing measureable objectives set the tone for communication

Among four instructional design models presented in this module, please select two and discuss the educational benefits/suitability of those two models for your teaching. “The debate about instruction largely hinges on how students learn and what degree of structure and support they need to acquire important skills and knowledge.” according to Archer, L.A, & Hughes, C.A. (2011) Hence, the purpose of this paper is to compare and contrast two instructional models, namely Project Based Learning (PBL)

Technology is changing every day, and we are seeing this innovation in more places than ever, especially in classrooms. More specifically, since the release of the first Apple iPad in March 2010 we have seen an overwhelming amount of possibilities that were merely just ideas become available in our classroom. Take for instance wanting to have a class trip to the Guggenheim. Now, this is possible with virtual field trips. The Guggenheim offers a free app that lets individuals explore works of art

History of Resistance Technology is not a modern, 21st century word. Technology has been in our society, and our classrooms for that matter, for quite some time. According to Seattler (1990) integration of televisions into the classroom started in the 1950’s and has evolved to bigger and better things since then. When first introduced, televisions were given put in classrooms with the expectation that when turned on, teaching practices would be transformed and problems in instruction and student

to learning. However, it seems as though education sometimes focuses on the information that needs to be taught instead of the outcomes. Dr. Watkins’ publication highlighted this theory in previous work by Robert Mager. Watkins (2010) stated “instructional designers should move beyond determining what instructors should teach; rather, they should focus on understanding what learners should be able to do as a result of the instruction.” Technology can serve as an excellent starting point for student

It becomes an issue of how to train teachers to use instructional technology and truly integrate it into curriculum. It becomes an issue of how to make technology a problem-solving tool for students of all ages and learning styles. Some researchers believe blended learning to be the golden goose for education – which raises even more issues and many questions. What instructional technologies can be useful in K-12 subjects? How can instructional technology be used in college and professional development

Since the history of the universe was searched, the inception of innovation about learning theory was seen as a practice, psychology and science was found in the literature of scholars across the world. The Germany scholar named Lay (1903) studied the relationship between psychology and the practice of teaching subjects in Language Arts and Literacy and math (Lay, 1903. P.1). Based upon Lay (1903) she believed that educational subjects could benefit from an experimental approach that explored the

online education provides for service member who can now do their job that usually entails traveling, and keep up with their educational goals. According to McPherson (2015), “Internet technology provides the ability to stop, rewind, and play instructional videos, something that traditional classrooms do not provide” (p. 144). With videos and webinars available to students, the content can always be issued or retrieved

In his thesis submitted to the University of British Columbia, Grant Johnson recalls the flip he did within his own Pre-Calculus class during the 2011-2012 school year. Mr. Johnson (2013) states in this thesis that he realized he was the one doing most the work during his lessons: “many of my students seemed disengaged, some appeared to sleep through class, others texted under their desks, and a few were not even bothering to come in the first place,” (p. 1). This pattern is common across many

I am writing to apply for the position of Continuing Education Instructor, English as a Second Language, in the San Diego Community College District (SDCCD). I hold a doctor of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology from the Ohio State University (OSU). Moreover, I have experience in teaching EFL and ESL learners English. I am confident that my educational background and teaching