Tech-Driven Training for Today

Funding Possibilities to Bridge the Digital Divide in Aircrew Training I've seen firsthand how digital disparities affect training quality. The Air Force has invested in advanced tools like Learning Management Systems (LMS), Computer-Based Training (CBT), Extended Reality (XR) platforms and high-fidelity simulators. Yet, the digital literacy gaps among new aircrew trainees and pilot instructors continue to hinder readiness. This week's resources provided valuable insight into how federal programs like E-Rate, Title IV-A, and Broadband Equity, Access, and Deployment (BEAD) can be leveraged to support technological equity, even in specialized training communities like the USAF ATS. Broadband access is critical within a controlled military training environment like Altus AFB. However, many aircrew trainees come from rural or underserved areas where they had limited exposure to digital learning tools prior to enlistment. This creates an equity issue, as these recruits are expected ...

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 ...

Progress on My Digital Story I’m making steady progress on my digital story, Empathy in Action , which focuses on the hidden battles people face daily and the transformative power of empathy . So far, I’ve completed the story mapping and scripting stages and have begun developing the visuals using AI-generated illustrations. Editing the images in Adobe Photoshop and then compiling these images in Adobe After Effects, I’m planning to add panning, zooming, and subtle animation effects to bring the narrative to life. For narration, I’ll blend my voice with AI-generated voiceovers, enhancing the emotional depth. Week 7 Story Sharing Plan To ensure my story is ready by the 7th week, I've prepared the following timeline: Weeks 4-5: Finalize visuals and animations—complete the rough assembly of visuals with narration. Week 6: Refine timing and transitions, add sound effects and background music, and run through several tests for overall flow. Week 7: Final edit, prepare it based on the...

Link to original Week 2 Project Plan Digital Storytelling Project Plan: Empathy in Action I have chosen a story to narrate two apparently disconnected lives: a young professional buried under the pressure of his career and a teenage boy struggling with issues like family instability, addiction, and suicidal thoughts. This story is about shifting perspectives, highlighting quiet resilience in the midst of going unnoticed, and showing how small acts of kindness can create ripples of empathy and insight. My Story Overview This story unfolds through both characters' perspectives in a bustling urban environment. On one side is the professional, caught up in the whirlwind of his responsibilities and daily routines, his focus narrowed to work achievements and personal success. He’s blind to the lives around him, including the struggles of a teenage boy he encounters in passing. This teenager’s story is one of survival—navigating the shadows of addiction, loneliness, and the absence of a s...

Digital Story Review Snowfall: The Avalanche at Tunnel Creek John Branch | The New York Times I chose the story Snow Fall: The Avalanche at Tunnel Creek because the author, John Branch, spoke about one of my favorite subjects — snow!  The story also had to do with my favorite season — Winter. However, I was not prepared for the harrowing experiences the participants of the story were about to face. What started as an attraction to the beauty and power of nature turned into reflections on risks associated with backcountry adventures, and the emotional impact of the tragedies to those concerned (Branch, n.d.). The raw, immersive storytelling by the author totally drew me in. PART 1: How do the choices made by the author engage audience members?  If music is used, what effect does it have on you? If graphics or animation is included, how do they enhance the story?  If the story is interactive, what are you able to explore? Throughout the story, the choices of the author cr...

About Me Hello! I’m Brad Buttry, and I’m excited to start this journey into Digital Storytelling with all of you.  I’m an instructional designer who implements advanced technological training solutions for USAF students. Throughout my career journey, I’ve gained valuable insights into how technology can improve curriculum design, boost student engagement, and enhance educational outcomes. My objective is to use the training I’ve received and apply my knowledge to make a meaningful contribution to the advancement of various types of training. In the future, I plan to utilize my expertise to work remotely as an educator, specializing in training curriculum developers for eLearning and instructional design. I aim to equip educators and instructional designers with the skills to create compelling, effective, and learner-centered online learning experiences .

PART 1 - Asynchronous Course Development and TPACK Building an asynchronous professional learning course requires the implementation of several key factors to ensure an effective training and learning experience. The first consideration is to ensure that participants have a solid understanding of the TPACK framework. Additionally, it is also essential to understand its application in specific teaching contexts. My peer, Robert, has some experience with integrating technology in his Paramedicine/EMS program , but he may not be familiar with how TPACK aligns the various elements to enhance learning outcomes. Starting the course with a comprehensive introduction to TPACK will strengthen the relevance and benefits in the context of Robert's current setting. I will serve as the lead learner, providing a clear roadmap for the course by explaining how TPACK will be applied in practical ways . The goal as a lead learner is to create a supportive and engaging learning environment...