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?
Instructional design and technology has definitely evolved over time, especially during this current day and age. My definition of instructional design was re-shaped by the definition in the book. I never really had developed a definition, but I did quickly form one once I was reading our text. My definition is very broad and general and does not focus on the specifics. My definition of instructional technology consisted of one basic objective- assist in enhancing student and teacher learning through the use of technology. That sounded pretty good to me!
After reading the text, I realized that instructional technology was like an orange and had many layers to peel back in order to actually enjoy the ultimate goal. I, too, had categorized instructional technology with instructional media as one. I think the ultimate question is -What is the main purpose of technology and how is it assisting an individual in reaching their objectives and goals?
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.
Since the curriculum, I develop is set to satisfy the objectives of my program and the Department of Education and I don’t have any formal training in curriculum instruction- I am sure that I missed the mark on all characteristic of instructional design BUT let’s give it a try-
The most recent lesson that I developed was a way for my sophomore students to gain more information about the college selection criteria, assist them in choosing a school based on career choice, and remind them of importance of high school grades. It is a jeopardy style game using Microsoft PowerPoint. It always time for the students to determine the correct answer and time for me to provide discussion for which answer choice best fits the question. The lesson, as all the ones I develop, are student-centered and have a particular goal in mind (YES, I AM ON A ROLE) and the outcome is able to be measured based on the student’s future decisions towards college. I would say that my lesson does adhere to the six characteristics of instructional design BUT it could be re-designed to be even more student centered and be made into a better learner experience.
2. 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 instructional media? Is the purpose of instructional design to incorporate media into instruction? The first three chapters of your book define the IDT (Instructional Design and Technology) field and provide a history of how it has evolved over time. In your blog post for this week, reflect on the following:
The use of instructional media can be extremely useful in today’s classroom. I do not believe that the purpose of instructional design is to always incorporate media into instruction but I do believe that it MUST be considered. One cannot have instruction without an instructor and I believe that teachers, textbooks, etc. are the core fundamentals to effective education and serve as a form of instructional media. Teaching is very much like cooking, you are not sure if the new dish you decide to try will be the best but you put forth the best effort and if you don’t get what you would like as an outcome- you try again until the goal is met.
I strongly believe that assessment is a must to properly testing if something is working adequately.
Some teachers are 100% opposed to changing their teaching styles and they way they deliver their curriculum and those are the same teachers who cannot determine why their students are not getting the message. These teachers are not ANALYZING and EVALUATING themselves in order to DEVELOP and IMPLEMENT new DESIGNS.
In reading your post about defining technology, I saw a lot of similarities among your post and my own. I, too, tried to formulate my own definition. Also, like you, I realized after reading the chapter that my definition was more focused on the actual technological tools than on the process and ideas behind using them. The book even points out that this is a common misconception, so I’ll bet we’re not alone in this boat.
ReplyDeleteAs far as instructional design goes, I like the idea of the game that you played. I find that students are much more engaged when the activity is student centered. Sometimes it’s hard to think about all of these steps when designing a lesson. Now that we are aware of them however, I’m sure that we will pay more attention to the details of instructional design on future lessons.
I also agree with your stance on teachers and textbooks. They are both fundamental, but are still media nonetheless. I loved your cooking analogy- so true- you have to perfect the instructional recipe. It takes experience.
Keep up the good ideas,
Laraine
Thanks! Yes, I see the similarities- what can I say, GREAT minds think alike. Ha! I think this course and even degree will open up my eyes to the "real" world of instructional technology. Scary, huh?
ReplyDeleteI do enjoy implementing as much student involvement for my college preparation curriculum. Great ideas from you as well! Best, -Sophie
I agree with you that instructional design and technology has evolved overtime. To think how the concept was so straight forward in the early years,and now it has many different branches. When I was defining instructional technology I also thought of the media, like Laraine said in her post it is a misconception. I think that you ask such a great question about the purpose of technology. I think as instructors we should always keep that in mind when incorporating technology in a lesson.
ReplyDeleteYour game sounds fun! Like you I want my classroom to be more student centered, for me it takes time to get the students to that point. As it is only the first week, and is not there, but check with me in May!
I agree with you that the teachers are fundamental. I view the teacher separate then the media, maybe because we have a consciousness. We are able to change/adjust/communicate differently to deliver the media. Regardless of media or not the teacher is the core.