Tech-Driven Training for Today

Structuring Professional Development in Aircrew Training The structuring of the Professional Development (Pilot/Boom Instructors) component of my Technology Integration Plan for the Aircrew Training System (ATS), will be based on a tiered virtual coaching model aligned with the ISTE standards. Building from Zimmer and Matthews’ (2022) research and analyses, instructors will first complete a digital competency pre-assessment. Based on these results, they would enter one of three support tiers ( basic, intermediate, or advanced),  receiving personalized coaching through Microsoft Teams. These virtual coaching cycles would focus on skill-building in LMS navigation, Computer-Based Training (CBT) administration, and immersive Extended Reality (XR) integration. Additionally, Crompton (2023) found that when educators align their practice with ISTE standards such as Standards 2.2 and 2.5, measurable student learning gains follow. The research confirms that structured PD that develops digi...

From the Crompton (2023) article, describe at least two best practices to support student learning gains from educational research reflected in the ISTE Educator Standards. How might these connections assist you in guiding the development of a Technology Vision for your district or organization based on the identified digital divide(s) you have identified? ________________________________________________________________ Below are two best practices that support student learning gains from educational research reflected in the ISTE Educator Standards from the Crompton (2023) article: 1. Personalized and Adaptive Learning Using Technology Personalized learning supported by adaptive technology is a best practice that tailors educational experiences to meet individual student needs and goals. This practice aligns with ISTE Educator Standard 2.7.c (Analyst), which encourages educators to use technology to create customized learning environments that support learner variability (ISTE, 2025)....

Applying Leadership/Technology Frameworks to Bridge the Digital Divide in the ATS Who are the stakeholders that you would reach out to first to develop a technology integration plan? My Call-to-Action identified the digital divide at the USAF Aircrew Training System (ATS) as it relates to aircrew trainees' digital literacy levels and the instructors' inadequate digital competency. For the KC-135 ATS at Altus AFB, I would begin by reaching out to a diverse group of stakeholders who directly or indirectly influence the training outcomes. This includes pilot and boom operator instructors (the frontline implementers), courseware developers (instructional designers like myself), subject matter experts (SMEs), and ATS program leadership. I would also include representatives from Air Education and Training Command (AETC), system administrators who manage the LMS and CBT systems, and select student trainees to gather indirect input through instructor feedback. For a broader perspective...

What do you notice about the experiences and path(s) taken by the interviewee(s) that result in their elevation to decision-making roles and educational technology experts? In their online publication titled Igniting Your Leadership with Technology , Bstachowiak and McClay (n.d.) include an interview with teacher and educator Elizabeth Thomas. Throughout the interview, Thomas’ passion for teaching is evident as she progresses from being an eighth-grade math and science teacher to the director of educational technology at the school where she works. Her discovery of technology combined with teaching was a crucial element that united both aspects — revealing their combined potential to transform the roles of teacher and student. It was this epiphany that ignited her passion for influencing others and supporting teachers through professional development. Thomas’ experiences highlight her deep commitment to education and motivation to inspire learning in students. In recognizing the import...

Bridging the Digital Divide in Aircrew Training As an instructional systems developer, I witness daily the issues digital disparities cause in the learning environment within the ATS. The ATS community is represented by a wide array of individuals, from subject matter experts (SMEs) such as pilot and boom operator instructors to initial qualification students, reserves, and aircrew in deployed or remote areas. Each of these populations has special issues that exacerbate the digital divide within the aircrew training system. Dividing Factors I think the most significant dividing factors are disparities in digital literacy and the lack of access to training resources. The majority of our SMEs lack experience with modern digital tools such as VR, LMS/LCMS platforms, and collaboration technologies. This creates irregular delivery of instruction and inefficiencies throughout our courseware development. It's not that our SMEs lack the expertise in their subject matter areas, but rather t...

Introduction Hello. My name is Brad Buttry, and I am the lead of the USAF KC-135 TSSC Instructional Systems Development department. The ISD department is tasked with developing and delivering training courseware for KC-135 tanker aircraft initial qualification pilots (PIQ) and initial qualification boom operators (BIQ). These students are the entry-level population of our program, and they enter training with very little experience which requires basic skills to perform their jobs effectively. Although I am not employed in a traditional K-12 educational setting, my role does include designing instructional materials for adult learners and combining technology with good pedagogical practice to achieve effective training outcomes. Characterizing My Community For this course, I am focusing on the PIQ and BIQ students and their unique challenges as they navigate the transition into the aircrew training school. I aim to address how the digital divide impacts continuation training (CT) for ...