First Topics

From reading the first chapter I can see that the definition of instructional technology has changed through the years as much as the technology itself has changed.

My point of view of instructional technology is quite simple. Hence the need to take this class and become more knowledgeable in the field. And consequently, in order to apply it to my current job in educating children.

Basically I see IT as the way to use different types of technological media to help children learn. My view, of course, comes from my own frame as an elementary educator in the receiving end of technology. 

I learned that the book provides a much wider spectrum. The book includes other terms like process, facilitate, improved performance (more effective learning) and workplace. IT involves the whole gamut of steps to produce an improved performance in the learning outcome. I understand that It does not merely provide a way to learn, but the idea of a finer and easier (facilitate) method of learning. Looking at it from an educational stand point, the improved performance can be by and large in the producing and receiving end of the learning expectation.

       

A lesson I developed earlier this year was a research project during black history month. The research project of course required a number of lessons. The lessons adhered quite a bit to the framework presented in the second chapter. The lessons were student centered as it focused on students being able to follow steps and use their critical ability to differentiate essential and non-essential details. The goal of the project was framed in the rubric. Students were able to see and have a clear understanding of the expected goal. The most meaningful performance, I believe, was reading from different sources and being able to distinguish important information relative to the criteria (family life, education, major accomplishments of an African American). There was ample opportunities for self-correcting. Students had opportunities to get feedback from peers as well as from the teacher. Some students needed redirection. The last point of the six characteristics might not be applicable as the only teamwork used involved peer editing.

I think that Reiser tries to make the difference because the teacher, chalkboard or textbook are part of the designing and not the means of the instruction. The design has to do with the framework and on the other hand the instructional media relates to the resources in the instruction. But at the same time an educator can become part of the instructional media. And the purpose of instructional design is not necessarily to incorporate media for its own sake but to facilitate instruction and learning.