The seven steps to being an Instructional Designer.
This project has been a long process…and it has not come full
circle yet and will not until my students begin full in person instruction and
the Acer company releases enough stock to fill the order for our district.
However, when the Chromepads come, and are loaded with a variety of apps and
activities appropriate for preschoolers, I will feel like I accomplished a great
deal.
Step 1: The Idea:
There is nothing more frustrating to a preschooler than not being
able to independently make something happen.
With the refurbished I-pads this was often the case. So, there was always additional instructions
for the students on I-pad Fridays, which apps were “off limits” because of an
error in the pre-checks I did before class.
In the end, there were only two or three of the apps that would even
load. I have not always been a supporter of technology in a preschool
classroom, but technology is becoming a staple for the littlest of
learners-just like the dramatic play area or the block corner. Therefore,
having materials and tools that work properly is essential.
Step 2: What do we need?
Establishing the need for this proposal was the easy
part. The district has already ordered the
devices. The complications begin when the
discussions start about what goes ON the devices. After speaking with the technology
department, I reached out to the Digital Learning Director to find out more. I discovered that this is not even on her
radar right now-and I totally understand that.
The current situation in school districts across the nation is confusing
to say the least. Thinking about devices
for preschoolers is clearly not in this woman’s wheelhouse right now. She informed me that although it is important
to her, it has to be on her back burners for now. She has the list I compiled
and now we wait.
Step 3: How do we get it, where do we find it?
The research for this project was the most entertaining time
I’ve had with schoolwork in a while. It was interesting to read articles by the
Fred Rogers Center, NAEYC and the Erickson Institute. Each organization gave clear and insightful
instructions on guiding technology choices for preschoolers. Trying to align
the choices I was making with the Teaching Strategies Gold Curriculum was
challenging. In the end, I had a comprehensive
list that incorporated many of the objectives we cover in our report cards
generated for parents each trimester.
Step 4: Review, revise…
As we came to the halfway point of the project-it was becoming
clearer that my original idea was accurate.
Being able to provide a solid technology experience for my students was
an important task. The struggle is still
the approval of the list I have created.
The last set of apps (on the old devices) was chosen by
administration-none of whom have an early childhood background or know the
first thing about developmentally appropriate practice for preschoolers or have
information about our curriculum.
Step 5: A little help from my friends…Peer review
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| Courtesy of Google Images. |
Asking my peers to review this idea was a good way to find out
what was going on in other classrooms.
The women I interviewed, I rarely see or speak too, but their ideas
about technology and preschoolers, what they utilize in their own classrooms
and what they think the needs are important pieces of the puzzle.
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Step 6: Wrapping it
all up.  |
The final proposal is in front of the Director of Digital
Literacy. She has the list of suggested
apps, and it will ultimately be up to her to determine which apps are chosen for
the new preschool devices.
Step 7: The big show:
I am extremely excited about the completion of this project-and even more excited to see the looks on the faces of the littles when I introduce this new adventure. Giving preschoolers the best possible experience is a huge part of my job. This idea, although not originally my own, is an important piece of the preschool experience. Introducing technology and preparing preschoolers for their next academic adventure-when in kindergarten, they will receive a Chromebook all their own. These students should have the skills, the experience, and the talent to be successful in their next phase of their academic careers.
The role of an instructional designer is an important
one. I think of the role that the
Digital Literacy Director has and how stressful this time must be for her. I know
how stressed myself and my colleagues are just dealing with one classroom. Having to address the technology needs of the
entire district-over 23,000 students is mind boggling! Each project must have
careful planning and follow guidelines to incorporate the digital technology
pieces into the learning schema. I look forward to the approval of the list (or
at least part of the list) I submitted, the arrival of the devices and the implementation
of the Chromepad Initiative in Preschool.
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