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 book does a great job of showcasing the change in the meaning of Instructional Technology (IT) throughout the years. With technology being ever changing I think it's crucial that the instructional approach changes along with it. However, it's also important that we aren't forgetting about the information that was presented in the past, like when the article states, "For example, much like the 1963 definition statement, the 1994 statement describes the field in terms of theory and practice, emphasizing the notion that the field of instructional technology is not only an area of practice, but also an area of research and study."
Since starting my graduate studies my definition of Instructional Technology has greatly changed. I used to think that technology was something that I used if it fit into the lesson, where as now, I see it as an integral part of education.
The definition I was most familiar with coming into this course was that of the AECT,"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources." I see that this book goes a little beyond that with the edition of several other aspects and details.
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.
I feel that throughout my career my lessons have come to incorporate the six characteristics listed below and in the book. My teaching team and I work together to develop lessons that are student centered, meaningful/relate-able and have a specific, attainable goal in mind.
I actually just created a lesson on "book trailers" for my 562 class, which allows students to create their own "book report" as a movie trailer. Students select a book to read, create a script and find images to convey the summary of the story using "digital story telling." They then share their products to an audience of peers.
I will say however, when I first started teaching, my lessons were definitely more teacher-led with out much student interaction. I would "lecture" and students would take a quiz or do a paper to see what information was retained. I know, I know, it's cringe worthy! I think I was afraid to let go of the control and unsure of how a class could function with a more student based approach. I basically thought there would be complete chaos, which there is not. I am so glad that this is an area where I have seen growth both from experience and expanding my knowledge.
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?
I believe teachers, chalkboards and text books were excluded because these three items are or have been the "basic" means of instruction. The purpose of of instructional design as I see it is to go BEYOND what is already there and facilitate a more engaging learning environment.
I don't think the purpose of instructional design is to incorporate media into instruction. I think the purpose for it is to create the most engaging and meaningful lessons that allow students to reach their highest potential. These days it seems that technology is a way to do just that.
Reiser, R. A. & Gagne, R. M. (1983). Selecting Media For Instruction. Englewood Cliffs, NJ: Educational Technology
We see things in a very similar light! I agree that technology is ever changing so our ways of using must be ever changing also. I liked that ethical issues were mentioned too, we live in a crazy world now and ethics aren't always considered. I think I remember your 562 lesson, it seemed like something students would really enjoy!
ReplyDeleteI also took digital story telling, it was one of my favorite courses! Prior to taking this course and me having my new job with the school district, I had a very narrow minded view of what exactly instructional technology was. I thought it was the simple idea of finding the right tool for the right job." But now I know, not only from what I have read but also from my day-to-day experiences at work, that it is so much more; theory, ethics, planning, modeling, collaborating, brainstorming, implementing, monitoring, discussion, and assessment. It is actually more than that but that was just to mention a few. I also realized that it is critical to the instructional design process and should always be involved at some level.
ReplyDeleteI didn't think that chalkboards and textbooks were excluded because they are the basic necessities used in teaching. However, I completely agree! I love that you are flexible to change your opinions of integrating technology. I think when we all first start teaching we begin teacher-led, until we are comfortable enough to allow students to take the lead. I believe this is especially true when integrating technology! We have to be able to trust that the students will 1) do what they're supposed to online and 2) that we've taught them well enough to utilize that tool.
ReplyDeleteI love your example lesson and I might steal and modify the idea in the future, if that's okay! :)