1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology? What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?
The original view
point of instructional technology, from the 1960s and 1970s is, shockingly,
still an applicable statement today. It says that technology integration is a
process, and that instructional technology should be viewed as a way of looking
at problems and finding possible solutions. I agree with it being a process, in
a professional development I taught once over teaching above the line with the
SAMR model. I found that teachers are often scared and intimidated, they think
that they have to dive head first into redefinition. However, this is not the
case, you cannot start off redefining your instruction using technology. You
have to start small and comfortable, then ease you and your students into an
integrated classroom. I also agree with the most recent definition from AECT,
which says “Educational technology is the study and ethical practice of
facilitating learning and improving performance by creating, using, and
managing appropriate technological processes and resources.” Facilitating is
the key word in this. Technology is a tool in which we create, yes, and that’s
a beautiful thing for students to do, according to Bloom’s taxonomy. However,
for teachers, we need to see instructional technology as another tool to use in
facilitating our teaching. We don’t just stand aside and let a video teach for
us, we use technology flawlessly to facilitate the learning! This definition opened
my eyes on how to approach my teachers who are intimidated of integrating
technology.
2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics in the chapter?
The instructional design process described in the textbook reminds me of a
lesson I did years ago over the writing process. The students used google docs
to brainstorm, plan and eventually write. After the rough draft, they began to
peer revise. After the peer revisions, the students analyzed their paper, and
made the necessary corrections. According
to the textbook, there are characteristics that need to be present in all
instructional design efforts, such as: student centered, goal oriented,
focusing on meaningful performance, assumes outcomes can be measured in a
reliable and valid way, empirical, iterative, and self-correcting, and is a
team effort. If I compare my lesson to these 6 characteristics, I would say it
stood up pretty well. The lesson was student centered, they worked
independently online to draft, revise and complete. The goals for each student
were stated plainly, that they were to have a brainstorming map (circle map), a
rough draft, peer revisions, and then a final draft. The students were aware of
the “why”. They knew why this lesson was important, they couldn’t write if they
did not know what the procedures for writing were. Because this lesson was a
basic, yet crucial part in scaffolding writing TEKS, I did not have a rubric.
Therefore, the outcomes were only measured by if each step was done, and done
correctly. The lesson was self-correcting and a team effort because of the peer
revisions. That is what held each student accountable. This was a good lesson
overall and it accomplished getting every student to understand and practice
the writing process, however, it should’ve had a detailed rubric or a
self-pacing guide for students.
3. In the 3rd chapter, Reiser distinguishes instructional media from
instructional design, excluding teachers, chalkboards, and textbooks from the
definition of instructional media. Why? Would you consider teachers,
chalkboards, and textbooks as instructional media or not? Most importantly, is
the purpose of instructional design to incorporate media into instruction?
Media is typically used synonymously with technology, however that is not the
real definition of media. When discussing instructional media, I think every
tool that the teacher uses to reach students is considered media. Based on the
characteristics used in Chapter 2 to explain instructional design, the purpose is
NOT to incorporate media. However, media can be a tool in which to enhance your
instruction, and that is a major purpose in the instructional design.
I agree too that instructors often get intimidated and often feel like they have to redefine their curriculum when they are confronted with technology. I think it technology is more of an enhancement to the curriculum not a replacement. It should never be used to over take the end goals of the lessons.
ReplyDeleteIt was good to see that one of your lessons had met with the six characteristics, that was a great example. I was wondering if you were aware of those characteristics when putting together the lesson for the kids. Is it still being used today? What would you do differently with the lesson now that you are exposed to this class?
Glad to see that there is another fellow alum that looks at technology the same way that I do.
I think it's hard to categorize certain teachers' methodologies, specifically media vs medium. You mentioned that you think that all teachers' tools are types of medias that teach students. I partially agree with this in that I think tools used to reach students are a major part of instructional design, however tools such as blackboards and textbooks are hard to categorize. Textbooks for high schoolers play a different role than they do in 4th grade math students. I think teachers can choose to rely on textbooks and their references or can stray from their path and try to reach the "correct answers" in a different way. For me, instructional media for kindergarteners vs high schools seniors is very hard to compare and needs to be looked at from a different perspective. If only the answers were back and white, right?!?! Education is forever evolving and if it weren't for teachers with different perspectives we wouldn't have the diversity we do now.
ReplyDeleteGood post. These are some of the things that came to my mind as I was reading it.
ReplyDeleteMedia: (from Dictionary.com)
noun
1. a plural of medium.
2. (usually used with a plural verb) the means of communication, as radio and television, newspapers, magazines, and the Internet, that reach or influence people widely
Media is a method or means of communicating something to someone else. Therefore, some form of media is necessary in developing instruction. If that instruction is intended for your own use, in your own classroom, it can be a single form of media that you are comfortable using. But, if it is something that you are creating for someone else, or with the possibility that it might someday be shared, it should incorporate, at least, suggestions of different media that can be used to achieve the goal of the instruction.
I would say that tools are just that, tools. They are what we use to create, disseminate or display the media and information that we are trying to pass along to others.
For example, this computer that I am using is not media, it is a tool. However, it is capable of creating, reproducing and disseminating multiple types of media, including video, image, and sound. It is also capable of using two or more types of media, hence the term multimedia.
One thing that so many of us forget, including me, is that multimedia (the use of various forms of presentation) is a foundational principal of education. The more forms in which we can present the material, the more students will "get it."