Section 4: Human Performance Technology

1. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem.

Last year each teacher at the Dubiski Career High School was provided a techer iPad to use in the classroom for instruction. After several months we are not using the devices to their full capacity to enhance learning. As with any problem, it is important to understand the root cause: Why are the iPads not being used to their fullest. I would focus on two potential reasons for under-utilization: (1) lack of time and (2) emotional barriers to device use. Since iPads were not standard technology in our district, teachers have had little instruction on how to implement them. The most effective solution for this situation would be to provide teachers with dedicated time to play and explore the devices and their capabilities. It is important for teachers to become familiar with the devices. This extra time will help the teacher better understand what questions or concerns they might have so that we can decide what training or support might be needed. Teachers may have various barriers to using an iPad – from a fear of breaking the device to a prejudice against more screen time. It is important to understand the barriers and motivate teachers to move past them. I believe an easy way to motivate teachers is to focus on the value the devices provide in instruction. Focusing on the value (or potential learning growth) allows teachers to look past the barrier keeping them from trying the tool. As a CTE educator, another way to increase motivation is by giving real world examples of the tools being used in their grade level. Specific examples showing that the tool has been successful in a classroom setting is very comforting (and motivating) to classroom teachers.

2. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

A performance support system is a system that is designed to organize and integrate tools (or resources) to help with difficult or new tasks. Originally these systems were all technology based, but now have been expanded to include “physical and spatial processes and procedures.” This type of system could be very helpful for the problem discussed above. For example, providing teachers with resources on how to integrate iPads into their instruction would alleviate part of under-utilization problem. Additionally, a resource showing teachers the basics of how to use an app may help overcome any hesitations for getting started. Providing the motivation to get started with a new tool or app is often the biggest hurdle. To help with this, the schools IMS (instructional media specialist) person could be creating short 5-7 min introduction videos of the apps available to the teachers. These videos could walk them through the basics of getting started with those apps.  Along with the intro video, they could include a few resources of samples lesson that teachers have shared on integrating the app into their instruction. I think this resource will be a valuable tool for teachers to use and lead to increased integration of iPads into the classroom. I have two concerns with teachers using this resource. First, it will be important to set up a way for teachers to notify me if the video becomes outdated, such as when new updates are released. The second concern is that teachers will come to rely completely on these videos and not take the next step of starting to investigate and explore new apps on their own.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving?

The two biggest issues preventing teachers in our district from better utilizing the iPads is a lack of understanding of the device itself and a lack of knowledge of the available apps. A knowledge management system organizing the videos described above would be very beneficial. This could be done with a blog, wiki or learning management system. It would be important to code or tag the videos in a way that made finding them easy. This system would need to be organized to divide the basic “how to” videos from the videos that would outline lessons examples. Beyond basic knowledge organization, this system would also need to allow for and promote collaboration between teachers and the leadership. The need for collaboration as part of the knowledge management is why I feel a learning management system such as Edmodo would be the best option. Edmodo would help foster a community of learners by giving teachers a way to easily discuss, question and comment in real-time with each other. Another benefit of using a learning management system to organize the knowledge is the ability to interact with other teachers around the district or even the world. To make the system successful, teachers would need to be an active part of the community. To do this, incentives could be used for their participation and it would be important that the teachers felt their voice was appreciated and valued. My main concern for this type of system is that teachers also would need to learn how to use Edmodo (or any tool used) for the knowledge management system to be effective.

4. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

The most valuable informal learning experience for me has been Twitter. Over the last few years, I have worked to build an amazing network of educators that I learn from and share with on an almost daily basis. ITwitter is a constant stream of informal learning where I find ideas, ask questions, get support and find inspiration. It is a wonderful example of a technology facilitated informal learning experience that includes a global community of experts. The experiences and learning taking place on Twitter can (and should) be shared with others. My district also is trying to manage the learning and resources found through twitter by creating their own twitter account, hashtag, and website. There is a big push in education to give teachers autonomy over their learning. Helping teachers build their own personal learning networks (PLN) is a powerful way to broaden the informal learning process for others. These PLN’s provide a continuous informal learning process for teachers that is autonomous, social and ever-changing to meet the needs of the instructor and in turn the needs of their students.