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 fact that the definition for instructional or educational technology has changed so much over time is fitting with how much technology has changed over time. In the latest definition, the word that stood out the most for me was facilitate. I think that is the thing that many people miss about technology. Some people think that the technology itself is the teacher, some don't use it to back up any of the learning taught in class (used more for games or free time), but the teachers are the teachers and the technology is there to facilitate, make the learning deeper, make it more understandable, more life like, and relatable. It is there to help the teacher and the student.
In my own experience technology facilitators in my district swoop in and build around my lessons. They ask many questions, they look at my goals and they help me build a lesson with technology that will reinforce the student's learning. They are truly facilitating.
My own definition for instructional technology has become much stronger after reading this chapter. I definitely thought of this field as having their own unique objectives. As a teacher I know that people define my job as much smaller than what I really do. I think I was doing the same for educational technology after reading this chapter!
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.
You know, I'm good at making a fun flip chart or power point for kids to learn from, but you know reading this chapter made me realize that sometimes those aren't always student centered. I think that in the beginning of the year I spend a lot of time telling and teaching and then by the middle of the year I am more comfortable letting the reigns loose. I think a good goal for myself would to be making every lesson more student centered and letting them be more responsible for their learning earlier on. In particular I have a go-to inference flip chart. I put pictures on the screen and have the kids tell me what has happened before or what is happening in that picture and why they think that based on evidence from the picture. A better way to get the students involved would be to let them see one or two of my examples and send them out to find a pictures on the internet that they can do the same thing with and have them make their own flip charts.
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?
Teachers, chalkboards, and textbooks... 2 of those words are becoming relics of the past. Teachers, however, can be the key to instructional media. Many new ideas in technology have come and gone, but the teachers are the mainstay.
Instructional design's purpose is to let media into instruction. Like the chapter says there is always a great deal of optimism about new technology entering the classroom. The purpose of the instructional design is to let these new ideas into the classroom.
I like your ideas of making lessons more student-centered. I completely agree with you when you pointed out that some people believe that technology can replace the role of the teacher. To connect your first point with your last point, teachers of technology are facilitators in the classroom, guiding students to reach learning goals.
ReplyDeleteIt's wonderful that you have technology facilitators to help you enhance your lessons. We have a campus technology teacher who runs the computer lab and has classes most of the day; he runs a lot of data reports for our administration and assists the teachers with web-based academic programs that the students are expected to use. Unfortunately, he doesn't have a lot of time to instruct on such lessons as power points, research, wikis, etcetera. Classroom teachers are expected to do this. However, we also have a technology facilitator (assigned to several campuses) whose main job is to 'fix' or update/reimage any devices that aren't working. He is a gift to our campus and he has really helped me a lot this year since being in the library. I agree that the definition of technology is changing so much because technology itself is changing and evolving so much--whether we are prepared for it or not!
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ReplyDeleteAmy you make a valid point when you stated that most people think that technology itself is the teacher. In my school, we have a program that we use with the children to reinforce skills that have been taught. I have observed a few of the teachers creating lessons for the students to work according to what they should know or what they will learn in that grade before the skill has been taught. I will hear the teachers complain that their students are struggling on the program when actually, they skills have not been taught and the students are simply just lost. So yes, technology is there to help the teacher assist her students in learning.
DeleteTechnology constantly changes, but teachers are the mainstay. We continue to grow professionally to become better. We try to bring real life experiences to our students and prepare them for their futures.