Tech-Driven Training for Today

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...

  Robert is a faculty member of a local Paramedicine/EMS program with roughly 100+ new students every semester. I collaborated with Robert to provide coaching assistance in an area of weakness in relation to technology use. We began by summarizing the key issues:  Paramedicine/EMS Program Area of Weakness Summary As a faculty member of a Paramedicine/EMS program, Robert identified an area of weakness related to the use of multiple technological tools within the program. There are several tools that impact both instructors and students related to course management (Canvas LMS), textbooks, assignments, and clinical lab traceability. The use of multiple tools is creating confusion and inefficiencies in both educational teaching and learning. Based on these key issues, we collaborated together to identify the appropriate ISTE standards and reviewed the TPACK framework research-based technology integration model to create the following SMART goal.  SMART Goal Recommendations: ...

The Technological Pedagogical Content Knowledge (TPACK) framework is used to identify the knowledge teachers need to teach effectively with technology. There are seven components to TPACK with three primary realms of knowledge: Content (PK), Pedogogy (PK), and Technology (TK). Within the intersections of these three overlapping realms are additional knowledge areas: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge. Technology should not be viewed as separate knowledge but should be integrated into existing content and pedagogy within educational classrooms. The TPACK framework is beneficial for use within varying contexts (Mkoehler, 2012). The Seven Components of TPACK TPACK Image (rights free) Context: The TPACK framework aligns with Cache High School's technology initiatives. The school's online Technology Integration Policies outline the use of Chrome...