It stands to reason that the definition of instructional technology has changed over the years. We tend to pidgeon hole or associate types of technology labels and as new tech comes out the attached label is outgrown. I think it also has to do with an evolution as to how to apply or use the technology to design instruction to leverage its benefits. Technology has caused us to think differently along the way. New paradigms are formed which allow us to advance our thinking and use of technology to make better technology. Incidentally our understanding of better is also adjusted or modified as time and changes go forward.
I am very new to the teaching field and my idea of instructional design and technology is rooted in the experience of teacher preparation classes. I have 20 years of working with technology and I constantly learn through the use of computers and programs so my definition of instructional design and technology is as basic as using technology such as computers, internet, games, models and simulations to provide a perspective that shape a students understanding and knowledge.
I can easily buy into the two definitions used in the textbook as it seems to include a nice structure and is open enough to include almost anything, not just technology to improve learning and performance. In a recent class, I recall a statement that was made regarding the decision not to use technology for a specific reason is just as applicable as using technology for the sake of using it.
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.
The instruction that comes to mind is a classroom management class I took a couple of years ago. We were assigned groups and tasked with presenting a chapter in the book to the rest of the students. We were also assigned a particular week and it was up to us to determine how we present the information. Most of the groups created a powerpoint with handouts and that seemed to be the expectation. We complied with the expectation. Comparing it to the six characteristics, I will assess if it met the target with some notes on each item.
- Instructional design is student centered.
It was definitely student centered as the teacher left it to us to learn and develop the content that we would summarize and share with the class. - Instructional design is goal oriented.
We had the goal of highlighting the main points of the text and presenting the information to our classmates. - Instructional design focuses on meaningful performance.I think this characteristic was a little shy in our situation. I think the bar was a little bit low because as we as presenters learned from the process, our production of the information was not the best model for presenting the information to the class.
- Instructional design assumes outcomes can be meas-ured in a reliable and valid way. This was also short as it was unclear how we were being measured. It seemed that if we got through the hour class and gave them a handout, we met the objective. It was tough to know if we had a positive effect on our students.
- Instructional design is empirical,iterative,and self- correcting. I have little knowledge or evidence that this method is fixed from semester to semester. I did hear that the course was getting re-worked, but I am not sure if this part was modified. Without a de-briefing and reflection of how we performed or if the students got what they needed, I find it difficult to see if this characteristic was met.
- Instructional design typically is a team effort.I know our presentation was a team effort in so much that we split up the sections and summarized our part. I am not sure if our task was developed as a team or by the instructor only.
I can see now that we could have met and devised a better method for teaching the class our chapter. Perhaps have them do something similar during the hour, or even flip the classroom. A better design would be to provide some clearer objectives, provide a rubric and to emphasize using engaging methods of instruction that was discussed and encouraged in the many classes in the teacher development program.
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:
It seems the purpose of instructional design is to carefully use the appropriate media to accomplish the objectives and goals of engaging and teaching students. To state that it is to always use media would be focusing on the wrong target. The end might always contain some form of media because of the richness and value it has in the learning process but the goal should definitely be the learning process.
I enjoyed reading through the ADDIE process and clearly see the value of the diagram above. While the process appears to be cyclic, it allows for evaluation at any stage and a redirection to any part of the process as needed. I like to evaluate and use formative assessment wherever possible to check if I am on the right track or if I need to adjust. I love feedback and this model clearly shows how integral evaluation is to the process.
Albert Ervin,
ReplyDeleteI enjoyed reading your blog post. It gave me a better understanding of the reading!
1. I agree that as new technology is introduced our definition of instructional technology changes. In my first years of teaching, just 9 years ago, my student’s only access to technology was a computer lab once a week. To say the least, there was not much instructional technology used my first year. I am constantly amazed by how technology is changing the classroom. I am staying home with my kids now but when I was in the classroom two years ago, every student in my class had a laptop to use in the classroom and to take home. I now understand and agree that the use of instructional technology must “shape a student’s understanding and knowledge.” I like how you mentioned using technology just for the sake of using it. Many teachers believe they are using instructional technology by presenting a lesson on a Promethean Board, however I believe instructional technology must be meaningful to the students and the students should interact with the technology to enhance the lesson.
2. Overall, the idea of a group of students teaching a chapter to a class follows the characteristics of instructional design for the group members but not for the rest of the class. For a single chapter and a single group of students, the design is meaningful and student centered with goals. By using a rubric the outcomes can be measured and possibly self-correcting. However, for the rest of the class, the lesson is just sit and get. The instructor may need to raise the expectations for the groups to incorporate class participation in the presentations.
3. When my students had laptops in the classroom the textbooks were downloaded. If I had the students use the downloaded textbook I did not honestly feel that my students were using instructional media. They were using technology but I did not feel as though the e-textbooks were helping them “solve problems, analyze data, develop multimedia presentations, and create visual displays,” Trends and Issues in Instructional Design and Technology (p. 21). I believe that teachers, chalkboards, and textbooks are a means of implementing technology in a lesson. We cannot simply use a computer to type a Word document and think we are advancing a student’s understanding. I think Reiser’s definition distinguishes instructional technology as more than just a means of presenting a lesson. The technology must be meaningful.
I fully agree with you that the goal of instructional design in not to always incorporate some form of instructional media. The goal of instructional design is to enhance the learning process and if instructional design does that then it should be incorporated.
Sara Dalton
I agree with you about technology changing with time. Technolgoy is a very powerful resource and you put it perfectly in causing us to think differently. Today, we are asking more open ended that require processing skills because technology allows learners to research and compare ideas easier. Students can Google a subject and they are given millions of different resources in less than a second. Students need experience with this type of research because they need to know what is good information and bad information. I want to get your last sentence for question 1 put on a poster! I loved it!
ReplyDeleteThat lesson is a great way of incorporating technology and the six characteristics. It would be easy to implement in the classroom with any subject. As a teacher, you could adhere to the measurable characteristic by giving students must haves or a rubric to assess their work. You could also meet the self-correcting characteristic by meeting with the different groups throughout the project to make sure they are on the right track.
I completely agree with you about evaluating at any level because it is important to catch those students having difficulty sooner rather than later! I like how you addressed the end project always being the part that seems to get the most emphasis, but the learning is the most important. Anybody can make something look pretty, but we have to make sure the students are learning what the project is about!
My only concern about not using technology or instructional media intentionally is the idea that a teacher might refuse to open the toolbox or seek out appropriate tools to enhance the learning.
ReplyDeleteI bet that MANY of the lessons a teacher presents could use something if they have actively sought and acquired the knowledge of how to use it to teach.
I envision an attitude much like a teenagers when they tell you they are hungry but refuse to open the "fridge" or pantry because "there's nothing to eat!" Ironically there will be teachers sporting the same attitude.