Week 1

Section 1 –Defining the Field

Chapter 1: What field did you say you were in? by Robert Reiser

It has never cease to amaze me how much technology has taken over our very existence on this planet. Yesterday, as I was leaving home I had to check myself to see if I had all of my technology attached to my body; Apple watch on my wrist, headset hung around my neck, iPhone and iPad – check, check, check and check! I can remember a time these things would never be a part of my daily wardrobe but today I’m naked without them. Reading this section on reaffirm what I already knew, technology is here to stay and a vital part of our day to day existence.

No wonder the definitions of Educational Technology has changed so much over the century.  The more involved we become with technology the more the definition must change and adapt to clearly explain what is occurring. In the AECT’s(Association for Educational Communications and Technology) committee’s new definition states: Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (Reiser, 2012). The terminology used in the new definition denotes six key terms that helps differentiate it from previous descriptors used in earlier definitions are underlined above. Also the adjective technological processes helps to explain how the field engages these processes in the “systematic application of scientific or other organized knowledge to accomplish practical tasks” (AECT-, 2008).

Chapter 2: Characteristics of instructional Design Models by Robert Branch and M. David Merrill

This section focus is on the six main characteristics of instructional design models. They characteristics should be found in all instructional designs:

• Instructional design is student centered
• Instructional design is goal oriented
• Instructional design focuses on meaningful performance
• Instructional design assumes outcomes can be measured in a reliable and valid way
• Instructional design is empirical, iterative, and self-correcting
• Instructional design typically is a team effort

These six components should be present whenever you are planning any instructional design process as it relates to the five phases of the ADDIE Model (Analysis, Design, Development, Implementation and Evaluation) (ADDIE Model, 2017).

Chapter 3: A history of instructional design and technology

As a proponent of informal learning through museums and other outside sources the section on school museums immediately caught my attention. It was interesting to find out that the museum in early 1900’s was considered as supplemental resources for instruction but represented a form of new technology. The development of how instruction supplementary curriculum evolved on the decades was interesting and informative from the use of audio instruction to audiovisual instruction to computer assisted instruction things have changed as the technology improved.

Several key movements over the century have affected how technology has grown to enhance student learning:

• Programmed instruction movement by B. F. Skinner(1950-60)
• Behavioral Objectives by Ralph Tyler (1930’s)
• Criterion-Referenced testing movement (1960’s)
• Domains of Learning, events of Instruction and Hierarchical Analysis by Robert Gagne (1960’s)
• Sputnik: Indirect Launching of Formative Evaluation (1950’s)
• Systems Approach by Dick & Carey (1970’s)
• Growth and Redirection – use of personal computers (1980’s)
• Performance based learning (1990’s)
• E-Learning and Informal Learning (21^st Century)

 

Reflections:

The definitions described in the chapters read align with my general ideas of how IDT (Instructional Design and Technology) because I can remember the implementation of the past 50 years because I had to learn and change my teaching style and expectations as the decades changed.  If I had not adapted to these changes as they occur I would be stuck like so many veterans teachers back in the age where the many advancements and technology were only beginning. They was many instances where I watched the changes and the new terminology affect how and what we taught.

Several years before my retirement I was asked to help pilot the use of Palm Pilots and a new technology for the classroom I used every aspect the ADDIE model without really understanding or even knowing of its existence.  Since was a hands on interactive device I created a set of lessons incorporating each of the six characteristics. I have a PowerPoint in my e-portfolio (http://skoolmarm27.weebly.com/) with pictures and explanations of what the students did showing step by step how these characteristics where demonstrated. It can be located in the section titled “Portfolio” and the title of the presentation is: “Environmental Technology in the Palm of Hand.”

In it I describe what software, hardware and accessories, goals/objectives and expected outcomes along with any additional equipment and supplies that was used by the students. It was so warmly received and reviewed by the district that they asked me to present at the Educational Technology Conference for the spring of the following year as an example how these devices can to incorporate into an outdoor formatted teaching environment.

In today’s academic setting chalkboards, textbooks and even teachers are “old school” tools of trade.  We have metamorphosed past the use of these tools.  If we aren’t embracing the new definition of instructional design we will lose our youth and cause them to be caught lacking. Times and terminologies change and we have added fourth new words to our dictionary that did not exist just twenty years ago. (Gizmodo, 2017)

 

References

ADDIE Model. (2017, June 07). Instructional Design. Retrieved from Instructional Design.org: http://www.instructionaldesign.org/models/addie.html

AECT-. (2008). AECTDefinition and Terminology Committee. Educationaltechnology: A definition with commentary. New York: Lawrence Erlbaum.

Gizmodo. (2017, June 07). Retrieved from Gizmodo.com: http://io9.gizmodo.com/14-common-words-that-didnt-exist-20-years-ago-1455971367

Reiser, R. A. (2012). What Field Did You Say You Were In? In R. A. Reiser, & J. V. Dempsey, Trends and issues in instructional design and technbology (pp. 1-6). Boston: Pearson.