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Section 1:
Defining the IDT Field
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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?
I am new to
teaching but I have had many years of experience with computer technology in
the business world. Until the age of the
internet, the computer was only a glorified calculator or data storage
unit. With the onset of the internet and
the wide usage of computers by the general population people understood that
devices could be combined for applications that had been impossible before.
I was very
interested in the 2008 AECT committee definition of educational technology that
appears in their book AECT Definition and Terminology Committee,
2008 (Reiser & Dempsey, 2012, pp 1-5). The books definition of
technology includes improving learning performance by not only creating and
using appropriate technological processes but also includes the managing of the
technologies as well. In this instance
we see that technology is not just the applications of media to present data,
it is augmenting the teaching process with newly developed processes that are
adapted to the specific learning situation.
I interpret the above to mean that the instructor does not just pull out
a video or technological tool to throw at the students, the teacher would
scrutinize the students and develop a combination of technological tools that
would best suited to the student’s needs and abilities.
Reiser &
Dempsey (2012, p 7) tell us that they prefer instructional design and technology as a better definition of the
areas of instructional media, instructional design, and performance
improvement.
I would not say
that this reading assignment has changed my opinion about technology in
teaching. I would say that it has given me a name for thoughts that I already
had about technology. I now have an
answer for “what is educational technology?”
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.
All
of the eCollege courses that I have taken at TAMU-C do seem to adhere to the
six Characteristics of Instructional Design.
1.
The classes are student centered and
all courses are designed to lead to a certain scholastic goal(s).
2. All of the various departments have definite goals.
3. Meaningful performance is evaluated at regular intervals.
4. Instructional design is evaluated at the student level.
5. Student participate in course evaluations to give feedback and self-correcting
6. The departments are a team effort between instructors and counselors.
2. All of the various departments have definite goals.
3. Meaningful performance is evaluated at regular intervals.
4. Instructional design is evaluated at the student level.
5. Student participate in course evaluations to give feedback and self-correcting
6. The departments are a team effort between instructors and counselors.
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 are instructional media because they are used in the
teaching process. The label Instructional
Design and Technology is not necessarily considers all the instruments in
instructions as instructional media.
Reference:
Reiser,
Robert A. and Dempsey, John V. (2012). Trends
and Issues in Instructional Design and Technology, 3td ed. Allyn &
Bacon, 501 Boylston street, Boston, Ma, 02116. (pp. 1-34).
