First, let me say that the textbook has done a wonderful job of defining instructional technology. So much so that when I contemplate how I would adjust the definition to relate it to my work environment I find myself a bit stumped. With that said, I do prefer the latest AECT definition to the textbook’s long, complicated one. The textbook’s definition, although all encompassing, is very intimidating and hard to sift through. My definition takes from both in an attempt to cover as much information as possible without being overly complicated---
The field of instructional design and technology aims to ethically create, use, and manage not only technological tools but the systematic design processes used in conjunction with technology to best facilitate student learning with authentic “real world” scenarios. The field also includes the constant assessment of these tools and processes to best address student learning and performance problems.
Hopefully, my definition isn’t as complicated. J I chose to keep ethics as part of my definition because I believe this will be a big issue in teaching with technology in the future. As the Internet becomes wide spread, the ethical use of technology and observance of copyright laws is important. I also wanted to include using technology to teach our students authentic “real world” scenarios. I agree with the textbook that technology is currently being used to fancifully reproduce the same pencil and paper learning that has always been. We, as educators, should be using technology in different ways. Lastly, my definition addresses the need to constantly revise and reevaluate what we are doing as educators using technology.
My Instructional Model
Using webspiration, I was able to create my own model of instruction based on Dick, Carey, Carey model.
- Instructional design in learner centered.
- My model allows for learner centered instruction. Plans for this type of instruction can be made during the “Analyze learners and special populations” and “Develop instructional strategies” sections. Unfortunately, in my situation, learners will not be able to develop their own objectives because we must follow the TEKS.
- Instructional design is goal oriented.
- In my design, the objectives are the goals. All teachers should be working with objectives when developing instructional plans. After the formative assessment, there is room to modify those goal as needed.
- Instructional design focuses on meaningful performance.
- This characteristic falls under “Developing an instructional strategy” and “Develop assessment instruments”. In these areas, the teacher should consider activities that are high on Bloom’s taxonomy and relate to authentic situations when possible.
- Instructional design assumes outcomes can be measured in a reliable and valid way.
- By developing assessment strategies, teachers must create fair and accurate measures that include rubrics and critical thinking. There should not be simple lower Bloom’s recall.
- Instructional design is empirical, iterative, and self-correcting.
- I have included revision for all aspects of my model other than TEKS (because obviously those cannot be changed). Revision is necessary for teachers at all stages of the instructional process. It may be necessary to revise the lesson on the spot before the formative evaluations. Also, if the teacher ever wants to use this instructional practice again, revision will be needed before it is applied to another lesson or group of students.
- Instructional design is typically a team effort.
- Any good teacher will use the help of others when designing instruction. Many teachers work in teams and regroup later to discuss revisions. Teachers use librarians, administrators, peers, and even students to help them prepare and deliver instruction.
Delivering Instruction in the Future
K12
This is the level of education where we will most likely see the slowest change when it comes to technology and instruction. Where the textbook points out several other advances in technology that were predicted to revolutionize education and fell short, the Internet has some important features that those other technologies did not. First, it is collaborative and allows students control over their own learning that they have never had before. No previous technologies have provided the wealth of information and different mediums (sound, video, text, etc) like the Internet. For these reasons, I don’t see it fizzling out like other technologies. However, that doesn’t mean that educators will use it to it’s full capabilities for some time now. Unfortunately in K12 education, we are using the Internet to make fancier versions of the same old pencil and paper products.
I was fortunate enough to attend an Alan November workshop this summer, and he had much to say on the future of technology in education. He stresses that we need to be using technology to teach in ways we’ve never imagined before. Here a video that gives you a brief idea of his philosophy:
Find more videos like this on NL Connect
My hope is that eventually the Internet will be used for more online courses for college level, at-risk, and rural high school students. Students will be able to connect to experts in different fields or other peers with similar interests. I also see the Internet being able to provide simulations for students that allow them to apply real world thinking and problem solving in science, mathematics, history, etc.
Right now I see two major obstacles: lack of resources and teacher training. Until we are able to equip schools with a computer for every student, this type of learning with technology will be hard to achieve. Also, districts are not adequately training teachers to think about technology and instruction in new, innovative ways like November stresses.
Higher Education
Fortunately, higher education seems to embrace advances in technology must faster than K12. More and more online degrees will be available in the next few years. There will be many more colleges like Phoenix, which is all online. In fact, I’ve never set foot on TAMU Commerce grounds, and I’m about to receive a master’s degree from the university. I also believe that we will see more and more collaborative learning via that Internet between students in online and traditional classes. Just like in K12, I see universities embracing online simulations to teach real world problem solving when appropriate.
Adult Education
Unknowingly, adult education has embraced Internet instruction more than another other field. Think of how many adults have used video tutorials to learn new skills. Free podcasts and webinars are available all over the web on a variety of subjects. Anytime adults want to learn something new or conduct research, we head straight for the Internet. As more people, like my 60 year old mother, become comfortable with the Internet more and more webinars, podcasts, tutorial videos, and online courses will become available.
This is the level of education where we will most likely see the slowest change when it comes to technology and instruction. Where the textbook points out several other advances in technology that were predicted to revolutionize education and fell short, the Internet has some important features that those other technologies did not. First, it is collaborative and allows students control over their own learning that they have never had before. No previous technologies have provided the wealth of information and different mediums (sound, video, text, etc) like the Internet. For these reasons, I don’t see it fizzling out like other technologies. However, that doesn’t mean that educators will use it to it’s full capabilities for some time now. Unfortunately in K12 education, we are using the Internet to make fancier versions of the same old pencil and paper products.
I was fortunate enough to attend an Alan November workshop this summer, and he had much to say on the future of technology in education. He stresses that we need to be using technology to teach in ways we’ve never imagined before. Here a video that gives you a brief idea of his philosophy:
Find more videos like this on NL Connect
My hope is that eventually the Internet will be used for more online courses for college level, at-risk, and rural high school students. Students will be able to connect to experts in different fields or other peers with similar interests. I also see the Internet being able to provide simulations for students that allow them to apply real world thinking and problem solving in science, mathematics, history, etc.
Right now I see two major obstacles: lack of resources and teacher training. Until we are able to equip schools with a computer for every student, this type of learning with technology will be hard to achieve. Also, districts are not adequately training teachers to think about technology and instruction in new, innovative ways like November stresses.
Higher Education
Fortunately, higher education seems to embrace advances in technology must faster than K12. More and more online degrees will be available in the next few years. There will be many more colleges like Phoenix, which is all online. In fact, I’ve never set foot on TAMU Commerce grounds, and I’m about to receive a master’s degree from the university. I also believe that we will see more and more collaborative learning via that Internet between students in online and traditional classes. Just like in K12, I see universities embracing online simulations to teach real world problem solving when appropriate.
Adult Education
Unknowingly, adult education has embraced Internet instruction more than another other field. Think of how many adults have used video tutorials to learn new skills. Free podcasts and webinars are available all over the web on a variety of subjects. Anytime adults want to learn something new or conduct research, we head straight for the Internet. As more people, like my 60 year old mother, become comfortable with the Internet more and more webinars, podcasts, tutorial videos, and online courses will become available.
