Week 1: Chapters 1-3

The first three chapters of your textbook focus on defining the field and provide a rationale for the name of the book. Address the following activities in your blog:

1. Reflect on the definitions the book has provided and develop your own definition as it relates to your work environment.

The thing that struck me as I looked at the various definitions of instructional technology is seeing how both the term and the field have both evolved—from media to process to theory and practice.

My definition of instructional technology is the practices, theories, and materials used in the creation of a curriculum, lessons, and activities that will facilitate student learning. I include practices and theories because I look at them as innovations. Materials can include anything from state of the art computers and projectors to old school items like paper and pen and a chalkboard (I have an actual chalkboard in my classroom. I tell my students it’s a relic!). Materials can also include the students themselves—I remember being in beginner band clapping rhythms.

2. Next, study the Dick, Carey and Carey model of instructional design. Redesign the model excluding and/or adding components as needed. Describe how the model adheres to the six characteristics of instructional design and how it fits in your work environment relating to your definition of instructional design.

One change I would make to the Dick, Carey, and Carey instructional design model is to include the “Revise instruction” step as a regular part of the model instead of an as needed step. In my three years of teaching, I have found that I continually have to revise my instruction (sometimes the whole strategy, other times just parts of it). I would also add an as needed step for reteaching, as that is an important part of the process.

SIX CHARACTERISTICS OF INSTRUCTIONAL DESIGN

Instructional design:

1. Is learner centered. Each step of this model focuses on the students—what their needs are, how they learn best, how they will demonstrate that learning.

2. Is goal oriented. The first step in this model is to identify goals by assessing the needs of the students.

3. Focuses on meaningful performance. The final step of this model is to evaluate overall student performance. Both formative and summative evaluations are included.

4. Assumes outcomes can be measured in a reliable and valid way. I think that using both formative and summative assessments ensures the reliability and validity of the measurements. Formative evaluations work differently from summative evaluations, but both assessments measure student performance.

5. Is empirical, iterative, and self-correcting. This model allows for data collection at multiple stages in the process, which means it is iterative. It includes formative assessment, which is empirical.

6. Typically is a team effort. This could include a team of teachers (from one mentor and one mentee to an entire department). I also believe that it could mean a team of teacher and students. I frequently refine my instructional strategies based on feedback from my students.

I think instructional design is basically the road map for guiding students through the learning process. (Unfortunately, not all students are willing passengers!) Instructional technology is the vehicle my students and I use to get there.

3. And finally, in chapter 3, there is discussion on how the internet and World Wide Web will have a major influence on the way instruction is delivered to learners. Based on what you know about these technological innovations combined with what you have read about the history of instructional films, television, the computer and more, discuss how technology is generally used in the field of education and how you foresee technology being used in the future in the following areas: K12 Education, Higher Education and Adult Education (continuing education). For example, think about how we are using the blog to capture learning in higher education. How could it be used in K12?

I think the field of educational technology is constantly evolving, and it also triggers evolution in teaching methodology. Today, in addition to subject-specific TEKS, there are Technology Applications Standards. Teaching computer skills is no longer limited to programming or business classes. Virtually every subject (and especially the core subjects) incorporates technology use. My school subscribes to Channel One, a news network specifically designed for students. Sometimes one of the stories they see during the 5 minute daily newscast will spark discussion. Better yet, sometimes the students connect a news story to some literary piece we’ve read. I can imagine that Channel One would be an even more effective tool in a social studies class.

Blogs could be used in a K-12 setting in several ways. A teacher might use a blog to keep parents updated on what’s going on in the classroom. A high school English teacher can use a blog to continue class discussions and check understanding of literary works. Virtual drop boxes could be set up to allow students to submit assignments remotely; this would be very useful when students are absent the day an essay is due. Chat rooms and webcams could be used to allow students to interact with peers in another city, another state, or even another country, giving them an opportunity to experience another culture. Distance learning allows students to learn in the comfort of their own homes.

I think technology will become an even more integral part of classrooms of the future. Computers are here to stay. Unfortunately, due to budget constraints, there is a large disparity among school districts (and among schools within a district in some cases) with the amount of technology that is available for use. Students in districts without much technology will lag behind students who have more access.