1. How do the
definitions in the first chapter compare to your own definition of
instructional or educational technology?
My definition of educational technology, before reading the
first chapter, was focused on media. I thought educational technology was all
about a/v and computer technology, not including teachers or any type of “process”.
What experiences or other influences have shaped your definition?
My original definition of educational technology was shaped
by how it was presented to me growing up. In school anything to do with
technology was computers and media. There wasn’t a lot of focus on anything
else.
How has your
definition changed from examining the definitions in the first chapter of this
book?
After reading the first chapter of the book I have expanded
my original definition to include not only the media involved but also the
people and process that is used to deliver the media. I would say now that
educational technology is not separate components but a process of delivering a
whole learning package.
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?
The first instructions that come to mind are classes I had
in the Army. Army training classes usually follow the same simple format. First
present the information, show the students how to apply the information, and
finally review the information again. While Army classes usually involve some
type of media, be it slideshows or computer, they also have a hands on part
followed by a re-teaching of the information so any problems experienced in the
hands on portion can be resolved. As far as the six characteristics of
instructional design, I think the Army classes are pretty spot on.
1. Student centered. Army classes are taught to a
group but each student must receive a pass individually, so I think the classes
are student centered.
2. Goal orientated. Again as each student must
receive a pass the goal is to put the information to a practical use, so I would
say the classes are goal orientated.
3. Focuses on meaningful performance. A “go/nogo”
practical demonstration of the task is exactly meaningful performance.
4. Outcome can be measured in a reliable and valid
way. As part of the class a soldier will put the information to use in a real
world environment. I can only view this as reliable and valid.
5. Empirical, iterative and self-correcting. Everything
in the Army is scored and recorded so there are always records of performance
and retraining. Since classes have a retrain built in they are self-correcting
in that each soldier will train until he can perform the task.
6. Team effort. Everything in the Army is a team
effort. You train with your fellow soldiers and your success or failure depends
on the team.
How would you
redesign it to better adhere to the six characteristics?
I don’t think Army classes could be better designed
according to this six step list. While Army classes may seem a bit repetitive
or slow to people who learn fast, they are undoubtedly effective.
3. In the 3rd
chapter, Reiser distinguishes instructional media from instructional design,
excluding teachers, chalkboards, and textbooks from the definition of
instructional media. Why?
Personally I think Reiser excluded teachers chalkboards and
textbooks to limit his area of discussion to just other technological media. I
think he did this to narrow the focus and differentiate it from traditional
instruction. I believe an argument could be made to include teachers ect as
instructional media and maybe he made a mistake by excluding them from his
evaluation.
Would you consider teachers, chalkboards, and textbooks instructional
media?
Yes.
Is the purpose of
instructional design to incorporate media into instruction?
I believe the purpose is to facilitate real learning. It is
less important what form instruction takes as long as the goal of real learning
is met. If traditional instruction isn’t getting the desired results, or even
nor optimal results, then other methods should be employed. If technology can
help students learn more effectively, it should be employed. I think some
people get too caught up in the form learning takes rather than focusing on the
end goal of effective real world application of knowledge.
My definition of educational technology before reading this chapter was much like yours. I tended to just think of it in terms or computers or devices. You bring up an excellent point at the end of this post that I truly agree with. The goal of instructional design should be to facilitate learning and teachers should not be as concerned about the form of instruction as long as the goal is met.
ReplyDelete1. Like you, my first impression of the term “Instructional Technology” was all about electronic media. However, after reflecting back on some of my library courses, and even an Archeology course I took several years ago, I was reminded that “print” is a type of media, and to the “caveman,” tools, no matter how archaic, were a type of technology. Therefore, I was reminded that instructional technology is simply the method by which instruction is presented.
ReplyDelete2. I love the fact that you bring up the Army’s method of instruction. There is no better example of a “mixed” student population, with numerous learning styles. The repetition and varied types of activities encourage and reinforce the learning. The hands-on aspect allows the audio-visual part of the lesson sink in.
3. I, too, include the textbook and chalkboard as forms of media, but I excluded the teacher. I came to that conclusion only after considering other professions and the work done in those professions. For instance, paintings on canvas are done by an artist, but only the paint and the canvas are the media.
William,
ReplyDeleteGood examples from your classroom and I agree with your statements. I have not taught an Army class, but I do work closely with an LOTC teacher and I completely understand your struggles to meet all expectations. It is so hard for elective classes to meet requirements that core content classes do, but that just means we are much more creative. Good Job!
I feel the same way sometimes when I want a yes or no for an answer, however I have learned that there is no absolutes but arguments, I also wish to learn what I may use in practical life, I used to question myself on what I will do to the math skills that I learned. I like behavioral theory for both elementary and high school students, some students need to be motivated to do better but some are self motivated.
ReplyDelete