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?
It was interesting to read how the definition of instructional technology has changed over the years. After reading all of the instructional technology definitions in Chapter 1, I would say that the definition most comparable to my definition would be the latest AECT definition. It defines educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."(1) I am not currently a teacher so, the only exposure to instructional or educational technology has been during my previous ETEC classes. Therefore, it seems fitting for my definition to be close to the most recent definition. Prior to these classes and this chapter, I would have assumed that instructional technology was referring to types of media used in the classroom. I know now that it includes so much more.
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 in the chapter.
In a class that I took this summer, I was required to develop a lesson incorporating technology. I used the ADDIE model to develop a lesson using Quick Response Codes to help Kindergarteners with sight words. Looking at the characteristics of instructional design, I believe my lesson adhered to most of the 6. The lesson design was student centered, goal oriented, focused on meaningful performance, and the assumed outcome could be measured in a reliable way. The two characteristics that my lesson could be lacking are: 1. Empirical, Iterative, and Self-Correcting and 2. Team Effort. I know that after teaching the lesson, I could use the data collected to make revisions. Although, with the lesson being very simple, I do not think that a team is required.
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 as instructional media or not? Most importantly, is the
purpose of instructional design to incorporate media into instruction?
During most of the 20th century, teachers, chalkboards, and books were the constant media used in schools. It makes sense, to me, to exclude them in order to evaluate other media introduced into education. If instructional media is defined as the physical means via which instruction is presented to learners (2), then teachers, chalkboards, and books are most definitely forms of media. While I believe that one purpose of instructional design is to incorporate media into instruction, an important part of the incorporation is making sure that the media is best suited for the situation.
1. AECT Definition and Terminology Committee. (2008). Definition. In A. Januszewki & M. Molenda (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum.
2. Reiser, R. A. & Gagne, R. M. (1983). Selecting media for instruction. Englewood Cliffs, NJ: Educational Technology.
