Prepared by
Ms. Margarita C. Paulmitan
1. Ruth Clark
 This theory, “is a universal set of leaning principles that are proven to result in efficient
instructional environments as a consequences of leveraging human cognitive learning
processes”
2. John Keller
 John Keller attention can be gained in two ways: (1) Perceptual arousal – uses surprise or
uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2)
Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be
solved.
 Methods for grabbing the learners’ attention include the use of:
 Active participation -Adopt strategies such as games, roleplay or other hands-on methods
to get learners involved with the material or subject matter.
 Variability – To better reinforce materials and account for individual differences in
learning styles, use a variety of methods in presenting material (e.g. use of videos, short
lectures, mini-discussion groups).
 Humor -Maintain interest by use a small amount of humor (but not too much to be
distracting)
 Incongruity and Conflict – A devil’s advocate approach in which statements are posed that
go against a learner’s past experiences.
 Specific examples – Use a visual stimuli, story, or biography.
 Inquiry – Pose questions or problems for the learners to solve, e.g. brainstorming activities.
3. Robert Gagné
 Developing instruction (for computers and other media) is called Instructional
Design (in the U.S.). The word "Design" actually means "Development" as it
includes prior analysis, the design, delivery considerations (like suitable media)
and later evaluation. The word "Instruction" implies a didactic presentation,
which may not be appropriate. I prefer the term "educational intervention"
meaning any activity by a teacher to encourage learning in students. However,
Instructional Design (ID) is more convenient than "intervention development".
 ID is a systematic approach to designing instruction and instructional
materials to achieve specified learning objectives. This contrasts with
traditional methods such as sitting at the feet of a Master, or "sitting with
Nellie". ID is independent of the use of computers to "deliver" the instruction.
The ideas of Robert Gagné and his colleagues are well known and illustrate the
importance to ID of an underlying theory of learning.
4.
Annette Martinson an instructional technology leader, serving in the position as the principal of Key Largo
School, a Pre-K-8th Grade school in Monroe County? If you ask, she will tell you she leads by example, by modeling
and by “making it happen” for technology integration in all aspects of the school.
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Annette began her teaching career in 1979 and has taught elementary and middle school ESE, 4th Grade, assistant
principal, and now three years as principal. She leads and inspires teachers to use technology in their classrooms by
using it herself on a daily basis.
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Key Largo School (http://www.KeyLargoSchool.com ), a National School of Excellence, is a learning community for
1,000+ students, and is a Title 1 school with a diverse population. The school is the first island of the Florida Keys, a
bedroom community for Homestead and South Miami, with many teachers traveling to the school on the 18 mile
stretch from the Florida City/Homestead area.
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Annette was on the administrative team that was instrumental in writing and managing a Bell South Education grant
that supported a 3 year laptop program in which all middle school students integrated laptops in instruction from
grades 6-8, taking those laptops home for continued classwork. This program is the foundation of the technology
model of best practices that the district is using to continue the current laptop project. Professional development is
integral to the success of this project. Annette and her administrative team provide flexible scheduling and use unique
opportunities to give teachers time to explore and learn new programs and applications. Key Largo administrators, led
by Annette, make it happen. Technology is a way of life and transparent as a tool for staff and students.
Rob Reilly Ed.D.
 Computer education teachers seem to always be expected to be more than just
classroom teachers. Being involved with technology seems to come with a
mantle of expertise that most other teachers do not have but need in order to
support their classroom activities. Certainly many administrators do not have
expertise in technology either but need it to support their daily activities (e.g.,
educational leader, chief financial officer, chief operating officer, etc.). We all
know this means that the computer teacher tends to be the de facto technology
expert for the building, which has far reaching impact outside their classroom
responsibilities. Ok, so the computer teacher (or perhaps a techno-literate
classroom teacher) becomes the technology expert - the source of all
knowledge about computers and other technological gizmos. What does that
really mean?
 Well, too often it translates into becoming the electronic janitor. And, if not
managed properly, has far more bad aspects than it has good aspects! But this
is an opportunity to become the technology leader if you can avoid becoming
just the electronic janitor. Ok, so how can you avoid becoming just the
electronic janitor? At this point it's also important to ask yourself if even being
the electronic janitor is worth the effort and aggravation!