How has your definition changed from examining the definitions in the first chapter of this book?
Before I even started reading I took a few minutes to brainstorm the question:
What is my
definition of Instructional or Educational Technology?
When defining the field
of instructional or educational technology I immediately think of the media.
Media as in tablets, computers, videos, software, apps, printers, cameras,
smart boards, elmos; anything that would fit under the umbrella of technology.
Then to add the terms instructional or educational I think of the learner and
the learning process. What is my purpose for using the technology?
Are the students using it or am I using it to deliver a lesson? So
I would say my definition of instructional technology is that it is a study
that implements and/or facilitates the use of technology during an
instructional lesson to promote learning.
I definitely feel that
my own experiences have influenced my definition. I have been teaching a
CTE (career and technology education) course for the past six years. With that
experience I'm very eager to say that instructional technology is all about the
media, however I do know that just because you have a computer, software and so
on you must have a plan, there must be a process.
While reading the first
chapter in the course textbook I discovered how the field of Instructional
Technology is continually changing. The change is due ideas, innovations,
and advancements in technology. Many of the definitions I understand and use
on a daily basis when instructing my students. I did laugh a little while
reading the 1920s definition, by Dorris, about the 'seeing experience',
it is not a bad definition what so ever, at the time it was fitting! In
my classroom yesterday it was also fitting! I teach Visual Arts-my
classroom is covered with posters, this past week all I used were the posters
as part of instructional lessons. My point being is that from the 1920s
to now all the definitions are relevant. The audiovisual, the process, the
systematic process, human learners, problems, solutions, ethics these are all
part of the now definition of instructional
design and technology. The definition will continually evolve as does the
technology, the learners, and the instructors.
So as I was thinking
about my definition at the start of the reading at the end of the reading I
would say my definition has not changed much.
I think that what I am trying to state is the current definition from
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.
2. Next, think of a lesson or unit of instruction that you have developed. 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.
For this reflection I'm going to use a
lesson from my Art I course, I have provided a very brief summary of the lesson.
Title: Abstraction of Emotion
Lesson Summary:
TSW learn about the five basic lines (horizontal,
vertical, zig zag, curved, and diagonal) and the characteristics associated
with each type of line.
For example: Vertical lines are considered to be strong and
stable whereas zig zag seem to be very unpredictable and changing.
TSW learn about the concept of abstraction, the idea
that art work has no recognizable subject matter and has been organized
strictly by the elements of art and the principles of design.
TSW learn that the use
of color in art work can depict, suggest, and imply emotion.
Artifact:
TSW produce an
abstract composition using the lines of their choice to convey their selected
emotion with the materials provided.
Student
Centered Instruction: Possible-The current way the instruction is
delivered it is not student centered, however if I developed an online module
it could be. I do think as the lesson progress during class time it does become
student centered. I'm a strong believer in having the students respond to
each, ask each other for direction. So it may not start out student
centered by the midpoint it turns to the students.
Goal
Oriented: Yes-The project is goal oriented, all projects are design have a goal.
If there is no goal, then the students will have no direction whether I
am the instructing or facilitating there is always a clear defined goal.
Meaningful
Performance: Yes-I would assume the artifact is the meaningful
performance in my case.
Outcomes can
be Measured in a Reliable and Valid Way: Yes-Rubric-Every
project has a rubric which clearly measures the outcome.
Empirical,
Iterative, and Self -correcting: I think that
this area is specific for each subject area. I may collect data different
then the core classes; however I do collect data so that I can be aware of
understanding. Examples can range from in class instruction such as
multiple response strategies, to the completion of the project so that I can
assess for the following year, what changes need to be done for understanding.
Team Effort: No-Not this
particular project. But I do understand the concept, as I was the video
yearbook sponsor for many years and that was a true team effort!
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 instructional media? Is the purpose of instructional design to incorporate media into instruction?
I think that Resier excludes the teachers,
chalkboards, and textbooks because they are still the essential pieces of
education, the common blocks. I personally do not consider the teacher,
chalkboard, and textbook as instructional media. I think that the three
are a package deal; it comes with the keys to classroom. However, I do
believe that the three can support the instructional media presented in the
classroom. Therefore I believe that all other instructional media
embellishes and adds depth and understanding to the instruction design that is
delivered in the classroom, online, and/or in businesses.
Reflection:
The
above diagram is called the ADDIE model which represents the fundamental
concepts of the instructional design process. The ADDIE model is based on a
systematic product meaning to agree to adopt rules and procedures as a way to
move through a process. It does not mean that one just go through the steps without stopping,
reflection is necessary for a meaningful process. From my experiences I believe that this model is a very effective when designing instruction for the classroom. The model promotes a strong learning environment that ensures learning will occur.
As a CTE teacher, I bet you will bring interesting knowledge and experiences to this course and responses. I agreed with you that instruction is a plan and process and isn't all about the media. However, as you said, the media is part of the definition in order to reach everyone and stay current with the times.
ReplyDeleteI was amused at Edison's concept that textbooks would be replaced with motion pictures in chapter 2 of our textbook. I think we have something similar in modern times with electronic books replacing paper ones. You also noticed a relevance of 1920's to now which I did in my own blog. My reflection was that all issues that existed then exist now: cost, resistance to change, training on equipment, etc.
Last, you and I both agree that teachers, chalkboards, and textbooks are the staples of education and are not really a part of instructional technology. They are supportive of it but not the key components. I like the ADDIE model and have used it for years, but I've been slowly changing my approach to SAM or a more whole task approach. It's a tough change after so many years with ADDIE, but I believe it'll be worth it in the long run.
I like that you showed the comparison of educational vs. instructional that you doodled out. I, too, pondered the differences and similarities between the two terms. I see that you listed student and learner under educational, but not under instructional. I think this is interesting because my own thought process led me to view educational as a more student-centered term (thus including student and learner), while something instructional seems to be more about the lesson or that which the instructor is doing.
ReplyDeleteYou pose a good question about technology when you ask Are the students using it or am I using it to deliver a lesson? It is definitely worthwhile to consider the benefits to the learner. I admit that sometimes I use technology in lesson delivery because it makes my job easier, but give little thought to the value it adds to the process of learning.
You are correct in saying that all of the past definitions of instructional technology are part of the “now” definition. As much as things change we cannot simply cast off old ideas, but must use them to shape new ones. I think it is very interesting to learn that an older view of instructional media is that it was materials that could be found in school museum exhibits to supplement education. Grant it, we have come a long way from stereographs and films, but our modern instructional media still serves to enrich education.
I enjoyed reading your lesson plan. I also find that most of my lessons are not a team effort, but as teachers we wear many hats when designing and implementing lessons.