Académique Documents
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experiences. In grade school, I was the child who took items apart to understand how they
worked. This infatuation of learning is where the love of education started and my desire to
This journey has taken me down many roads, but the love of technology and its ability to
change the dynamics of classroom environments sparked just over five years ago. As an
assistant principal of a newly built elementary school with all the latest and greatest technology.
I began to learn how technology was increasing the efficiency of the learning process. After
school, I would go into teachers classrooms to learn the ins and outs of the smartboard and help
develop lessons for teachers to start engaging students. I went to all sorts of trainings,
technology. This desire has led me to where I am today and it is the same desire that led me into
who thrived in classrooms that were hands on and relevant. I have seen other students thrive
alongside me in these classrooms because the purpose and experience of the lesson was
challenging, yet practical. This explains, in large part, why I believe relevance is one of the most
important means to motivate student learning. Kember, Ho and Hong (2008) found four
methods for establishing relevance: 1) “showing how theory can be applied in practice, 2)
establishing relevance to local cases, 3) relating material to everyday applications and 4) finding
applications in current newsworthy issues (pg. 260).” These methods, in my opinion, should be
As I reflect on these experiences, I recognize many positive aspects, but also many
challenges and opportunities to help improve this problem within the confines of K-12 education.
Since I began my career in education over 10 years ago, I have seen more and more Career and
requirements and/or the ability to find certified teachers who meet highly qualified in those areas
(Kiker & Emeagwali, 2010). However, the need for CTE classes remain at an all-time high.
According to Bidwell (2014), Mark Edwards of Opportunity Nation stated, “we’ve done a
disservice in this country by suggesting that there’s only one path to success.” If anything,
students with experience in career and technical skills have the ability to start work after high
school and contribute to society. Based on these experiences, my research focus includes
exploring the role of gaming to address the absentee of CTE courses. The goal is to determine if
gaming can provide more CTE courses or opportunities for students to learn career and technical
skills through gaming and the possibility to earn graduation credits through these gaming CTE
courses.
Goals
My ultimate goal is to seek a full time tenure track faculty position within a teacher
education or instructional technology program. In order to achieve these goals, I will continue to
develop my competence as a teacher and instructional technologist. As well as, advance and
Scholarship
Since my enrollment into this doctoral program, I have researched the true meaning of
instructional technology. Seels and Richey (1994) define instructional technology as, “a theory
and practice of design, development, utilization, management and evaluation of processes and
resources for learning.” Instructional technology is not about the technology, but how to create
My work throughout this program has been dedicated to the understanding and
advancement of knowledge in learning environments that are engaging and relevant to the
learning student. To effectively create learning environments full of integration and tech literacy,
authenticity is key in making learning relevant for each learner (Fox & Klein, 2003). Serving as
designing and assessing programs to determine their worth. The ADDIE model provided
structure and steps to follow when creating, designing and assessing programs. ADDIE is
Analysis, Design, Develop, Implement, and Evaluate. “This sequence, however, does not
impose a strict linear progression between each step. Rather, each stage is a clear instruction on
provide students with tools to enhance the learning process. This led to my first study, A
One-to-One Chromebook Initiative in a High School Setting, in which I explore how professional
development guides the success of one-to-one implementation, teachers attitudes and beliefs and
teacher support all play an important role in and how computers are used in the classroom. The
analysis employed primarily qualitative methods and the manuscript will be submitted to several
As a student within this program, I have engaged in many collaborative blog discussions
in which gaming has been mentioned in the education setting. My desire for relevant and
engaging curriculum led to my interest in this topic. While experimenting with Minecraft with
my personal children, I found a particular interest in studying gaming, such as Minecraft, and
exploring if it can be used in place of face-to-face CTE courses. Particularly, that small rural
districts have excluded based on funding, state requirements and/or the ability to find certified
teachers who meet highly qualified in those areas (Kiker & Emeagwali, 2010).
Through my research I want to advance systems that involve technology based on human
performance theory. This program has given many opportunities for me to produce work to
engage the learner while disseminating knowledge. These assignments will be provided in detail
Instructional Practice
During my years as a player and coach, my goal was to win! My competitive side would
not take losing as an option. In order to win, I had to study, reflect and grow daily to be the best.
My philosophy is simple and is modeled after one of the greatest coaches of all time, John
Wooden. Coach Wooden’s (2010) philosophy was simple, “It’s the little details that are vital.
Little things make big things happen.” It’s human nature for us to focus on the big things first,
and not think about the little steps we must take to reach those big things. Simply, apply yourself
and commit to the small things in class, your grades and behavior will follow.
At the most basic level, my teaching goal is for students to leave my class better than
when they arrived. As an educator, my style of teaching follows the Backwards Model
developed by Grant Wiggins and Jay McTighe. This model begins with the end in mind.
Starting where students should be at the end of the unit and then teaching what is needed to equip
students to perform this goal (Wiggins & McTighe, 2005, p. 15). The goal is to enlighten
curiosity which makes them want to learn. It focuses on real world problems and provides a safe
environment for students to talk and debate our differences. In my classes, I encourage
every aspect of their lives. However, this is no easy task. It requires me to reflect on every
lesson and evaluate the knowledge learned and evaluate if the concept needs to be retaught
(Schon, 1983). Which falls in line with Merrill’s first principles of instruction; “activation of
prior experience, demonstration of skills, application of skills, and integration of these skills into
Educators should always reflect on the lesson taught, learners engagement level, and the
learners understanding of the concept. These experiences fit with John Dewey (1933) and
Donald Schon’s (1983) reflective practice. This reflective practice theory evaluates the
knowledge that is already present and learned from their experience. While I do not believe my
teaching style fits under one specific learning theory. My approach to teaching follows more of
the constructivist theory, where instruction is more student-centered and creating opportunities
for students to think in order for them to acquire knowledge (Hoover, 1996). So without a doubt,
in order to reach all learners who learn from different styles, teachers must be multifaceted in
their approach to reach all. This is why having the reflective mentality allows me to constantly
assess, evaluate and change to best meet the needs of each learner. I believe Flip Flippen said it
best in his book “The Flip Side.” “If you have a child’s heart...you have a child’s mind (Flippen,
F., & White, C. (2007).” In order to get students to do their best, there must be a relationship.
From my experience, students work better for teachers who show their heart and believe in their
students. Students who can relate information being taught to their own personal experiences
seem to retain information better than students who receive instruction the traditional way.
courses or providing professional development will be needed. As well as creating plans within
Service
My service goal is to apply the knowledge and skills I have learned through teaching and
research to collaborate with others in order to integrate engaging and relevant classrooms.
Service is about giving back to not only the community at larger, but participate in service
activities that contribute to the my field as a scholar. For example, I completed a majority of my
intern hours under the direction of our district curriculum director who happens to be the district
career and technology director. Giving me ample experience in understanding CTE policies,
My service goal is to continue to serve in the area of instructional technology. With the
desire to see engaging and relevant classrooms, sending teachers to quality staff development
will further not only their ability to engage students but provide students with hands on learning
to relevant information. This requires researching the professional developments and providing
them the funds and resources to attend. The first group attended three days of professional
This passion runs over into my personal life as well. For example, I obtained my Google
Educator 1 and 2, and Google Trainer certification to not only provide teachers within my
current district knowledge in Google for Education, but to provide knowledge to whoever may
seek advice. I have had the privilege to communicate with individuals overseas due to my
certification alone. This certification was obtained not as a requirement but as a service to my
staff at students to provide them with all the knowledge that can be obtained.
At the state and national level, I have volunteered for ISTE and TCEA. My involvement
with ISTE is not only being a member of the organization but volunteering my time to be a
community champion. This involves contributing to the ISTE online community by responding
to discussions, and emails. At both ISTE and TCEA, I have volunteered to promote Sam
Houston State University College Of Education in recruiting future candidates into the
Instructional Systems Design and Technology Program. This service has allowed me to build
experience rigorous and challenging academic instruction. Yet, be engaged and develop
cognitively above their peers. This is why my primary focus area will be focused on vocational
much research has been developed in the area of gaming and its benefits within the educational
realm (Clark & Ernst, 2009). I have found through conducting literature reviews that few studies
have attempted to link gaming and its ability to integrate and address career and technical
standards to prepare students for the workforce. Therefore, if career and technical standards
integrated through gaming can prepare students with these skills, can it be offered for credit
toward graduation?
My research focus will be narrowed down to focus on the game Minecraft Edu and its
ability to implement and integrate career and technical standards to promote learning while
achieving the same cognitive level and skill set compared to that of standard face to face career
and technical classes. Some of the broad questions I look to answer are:
- What career and technical standards can and cannot be integrated into the game
Minecraft Edu?
- How can Minecraft be designed to provide learning experiences similar to face to face
life experience?
- If students achieve similar knowledge could credit be given to students for those certain
courses?
to improve the quality of practice and solve practical problems to answer specific or real world
questions (Richey & Klein, 2005). The potential scope of my research in gaming to provide
students in high poverty areas the career and technical skills needed for the workforce has helped
me realize the importance of research. Throughout this program, I have struggled with
developing and understanding research. I believe this mind frame was due to the challenge I had
in developing a research problem that was authentic and solved real problems. Being an
director, my life is wrapped with problems to solve. However, I didn’t fully grasp this concept
until my second dossier review with my professors and their critique. I had to train my mind to
see research as I see research when starting a company. Consummating the mind frame of doubt
and worry and creating a vision for me to understand produced these thoughts that reminded me
motivates us to find out more and prepares the brain for better learning (Yuhas, 2014).
References
Bidwell, A. (2014, May 2). Vocational high schools: Career path or kiss of death? U.S. News.
Retrieved from
https://www.usnews.com/news/articles/2014/05/02/the-return-of-vocational-high-schools
-more-options-or-the-kiss-of-death
Clark, A. C., & Ernst, J. V. (2009). Gaming in technology education: the study of gaming can
teach life skills for the twenty-first century that employers want ... these include
analytical thinking, team building, multitasking, and problem solving under duress.
http://go.galegroup.com/ps/anonymous?id=GALE%7CA193298066&sid=googleScholar
&v=2.1&it=r&linkaccess=fulltext&issn=07463537&p=AONE&sw=w&authCount=1&is
AnonymousEntry=true
Dewey, J. (1933). How we think. Boston, MA: D.C. Heath & CO.
Flippen, F., & White, C. (2007). The flip side: Break free of the behaviors that hold you back.
https://educationaltechnology.net/the-addie-model-instructional-design/
Fox, E. J., & Klein, J. D. (2003). What should instructional designers and technologists know
87-98. doi:10.1111/j.1937-8327.2003.tb00289.x
Hoover, W. A. (1996). The practice implications of constructivism. SEDL, 9(3). Retrieved from
http://www.sedl.org/pubs/sedletter/v09n03/practice.html
Kember, D., Ho, A., & Hong, C. (2008). The importance of establishing relevance in motivating
doi:10.1177/1469787408095849
Kiker, J., & Emeagwali, S. N. (2010). A snapshot of states teacher education and training
programs. Techniques: Connecting Education and Careers, 85(1), 22-25. Retrieved from
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Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating knowledge
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Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the
Simboli, C. (2013, November 28). The importance of research in the advancement of society
http://www.itworksinc.com/2016/04/06/the-importance-of-research-in-the-advancement-
of-society/
Wiggins, G., & McTighe, J. (2005). Backward design. In Understanding by design (2nd ed., pp.
Professional Publishing.
Yuhas, D. (2014, October 2). Curiosity prepares the brain for better learning. Retrieved from
https://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learnin
g/