Week 10 Reflections

There are many similarities among instructional design/technology in business, P-12, higher ed, and my work at Baker College of Jackson. The first, teamwork, is prevalent in all three fields. In business, “a typical work team might draw members from human resources, organizational development, and communications as well as from training” (Reiser & Dempsey, 2007, p. 177). In P-12, a leadership team might consist of a school board member, principal, PTA leader, and superintendent (Reiser & Dempsey, 2007, p. 216). In higher ed, “[some] full professors are expected to participate...on important college and university committees” (Reiser & Depsey, 2007, p. 231). Whether a work team, leadership team, or committee, all fields utilize teamwork.

The second similarity, online learning is present in all three fields, but varies slightly. In business, online learning is considered “training” for employees. The often-outsourced training “facilitates more effective training delivery” and can greatly reduce lost work time (Reiser & Depsey, 2007, p. 180). In P-12, online learning expands beyond employees to students, like in the Chugach School District where “education occurs 24 hours a day, 7 days a week” (Reiser & Depsey, 2007, p. 217). In higher ed, online learning involves both the employees and students via distance learning, hybrid classes, and online classes. Higher ed employees may often receive online training for teaching online classes - that’s a double whammy!

A third similarity most common in P-12 and higher ed is reluctance to change. In P-12, a first effort for five districts was to “develop their district’s readiness and willingness to engage in district-wide reform (Reiser & Depsey, 2007,p. 217). In higher ed, “many [faculty] are reluctant to admit they want or needs help with their teaching” and Brenda Litchfield shares, “the hardest part of being a faculty developer is getting faculty to come to workshops” (Reiser & Depsey, 2007, p. 229). I see plenty of reluctance to change among the faculty at Baker College of Jackson.

Many traditional teachers (of the faculty at Baker College of Jackson) are unwilling to embrace new technologies in the classroom, whether online supplements, SMART Boards and interactive media, or clickers. They may be reluctant because of the trends provided for P-12 and higher ed. The traditional teachers are not “sold” on the idea of how technology will improve the classroom experience. They think the way they have always done things still works, so they see no need to change it with gimmicks and gadgets. Traditional teachers are often uncomfortable using technology in the classroom that they are unfamiliar with. A solution to this is training, but how do we get them to attend, and more importantly, use what they learn at the training in the classroom? There are many technology myths, one of them being that “teachers who are newer to the profession and those who have greater access to technology are more likely to use technology frequently for instruction than other teachers” (Anonymous, 2010). Although the myth is in reference to K-12, I think it’s very applicable to higher ed. Perhaps we need to borrow some trends from the business field, specifically marketing, to “sell” the traditional teachers on the idea of how technology will improve the classroom experience for both faculty and students.

Anonymous, . Dispelling technology myths. (2010, August). Reading Today, 28(1), 33. Retrieved November 11, 2010, from Research Library. (Document ID: 2125407161).