My book was put on back log---scheduled to be here tomorrow afternoon (our UPS man usually makes this route his last :( Sure was hoping it would be here...but here are some ideas I have for the questions thus far.....
yay---FINALLY getting caught up!!!
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?
Some things that have shaped my definition of instructional/educational technology: when I was teaching in a classroom, I was very involved in our grade level to include technology! I found that a couple of the "more experienced" teachers found it hard to incorporate things such as webquests, etc. It is such a challenge to keep up with advancements in today's fast paced society. I think that the illustration in Chapter 1, page 5 (2nd edition) show two of the more frightening domains: utilization and designing. As I stated earlier, many veteran teachers tend to think that all of these advancements are scary and difficult to utilize. i have been a SAHM for 7 years now---I have subbed at the local elementary campus 3 times and was quickly introduced into the world of SmartBoards! When I left, we were all thrilled because the district made the switch from chalk boards to white boards!! I love the SmartBoards and any questions that I had, the students quickly answered for me! I love the inclusive through definition that the book combined and is using for the purpose for the book! It includes many aspects that go into Educational technology.
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.
I feel like many lessons in my teaching career adhered to the characteristics of instructional design. A lesson that I did when I was teaching, that involved all or most of the steps was around election time. The students and I discussed running a campaign, issues with voting, ballots, etc. Each student decided if they wanted to run for a class office--applied for the position and formed a committee from students that did not want to run. This lesson idea was incorporated in several aspects of the day (math in vote counting and updates, reading several stories about election day, etc.) The goals were for the students to grasp the election process and succeed in running for office while maintaining a smooth campaign. The students were very serious about voting--they created posters, campaign promises, made speeches, researched information about campaigning, etc. The last day of the study was voting day---after the entire class went through the voter registration, etc. We set up a secret ballot vote and had officers that counted the votes, etc. It was a very real life experience. The assessments were done throughout the entire process in checking for understanding in discussions, how the campaign was run, the voting process, etc.
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 would consider teachers, and textbooks, (maybe whiteboards instead of chalk boards:) a part of instructional media---without a teacher (in some form or fashion--including a computer instructing) you can not have an instructor. I think the format of the textbook and chalkboard and even the teacher have changed over the years but they are key to instruction. Looking at the definition that the book is using for instructional design it states that ALL of these elements are"key to defining elements of the field of instructional design and technology." The book says that there are many views that can be taken in the definitions, etc. This can be a challenge in deciding an exact definition because of all of the updates, changes in technology. The purpose of instructional design does include incorporating/implementing resources to improve learning.
Jennifer, I agree that some veteran teachers are a little more hesitant to use the newest technologies.. Here are my questions (almost more rhetorical, but food for thought).. 1. Is their hesitancy due to the fear of the unknown? 2. Is there hesitancy because many long-term teachers are comfortable with the curriculum they have been developing for years/decades? 3. Are the teachers we lean on as mentors afraid to fail because they ARE mentors to so many of the younger generation?
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ReplyDeleteOops, I didn't mean to delete my first comment. For chapter 1 you state that experienced teachers are less likely to include technology. I think there are two reasons why veteran teachers do not integrate technology in their lessons. If the "experienced" teachers are good teachers in that they teach well, use media that has proven success in collaboration and presentation, and the students learn the objectives then they might have a "if it ain't broke why fix it" attitude. Surely they don't get pressure to change their teaching methods. My second reason agrees with Crystal's response in that some veteran teachers are afraid to learn about new media and/or resist change. I have to admit that before returning to grad school I was apprehensive towards technology and didn't "convert" until it was absolutely necessary or inevitable. If the teachers fall in this group they are not likely to reach out for help from persons on their campus that can help them or take advantage of trainings and workshops. In my 14 years of experience I know the number one reason why teachers retire. It's not health, age, or travel but the unwillingess to learn a new technolgoy that that district is adopting. I replaced a 30-year veteran teacher when Special Education paperwork went from being written out to being done on computer. There will be a time when I will slow down, not see and hear as well, and see a new generation of teachers that will know about technology applications that will be too advanced for me to comprehend. I know deep in my heart that I will probably retire when I can no longer keep up with current trends in technology and be able to apply them to the learning environment. I would be failing students as a media specialist if I could not teach them in the best means and media available to them.
ReplyDeleteAwe Dinorah!! That brought tears to my eyes!
ReplyDeleteyay---Book is FINALLy here and I am ready to catch up! Thanks for the comments thus far!!! Dinorah----you are so right and it's so scary to think about the future and how many more advancements will be made by the time that we have been teaching/librarian for that long!!!
ReplyDeleteHi Jennifer, I am impressed that you designed an election process with your students. Actually, when I wrote this part, I was frustrated since I have no teaching experience at all and the courses I experienced were all most fail to adhere to the six characteristics of instructional design. In China, we were taught to be identical, I mean, all we learned is for College Entrance Examination. We are not encouraged to have our own characteristic, which is why I wish I could give my students a free education experience, which is also running a risk because all parents want their children could have a brighter future. I really admire your students who are having a special education experience which is given by you.
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