ETEC 561 Reflection 1

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?                                                                                                                             As I consider the field of Educational Technology, as it is known through the college, I find myself think of Media and how it is used to enhance education and thus the learner. I was surprised that the field has been around as long as it has. Our textbook, Trends and Issues in Instructional Design and Technology, states that the field can be traced back to the first decade of the twentieth century. I had always thought of Educational Technology as a new field as I have always associated it with computers and computer aided education. This idea comes from always having computers available to enhance my learning.  The idea that Instructional Technology, another name for the field, has a focus on instructional media started in the 1920’s and continued to be the focus until the 1950’s. This media was mostly print at first, and overtime developed into film. I think many today still see instructional technology as film/digital media. I found it very interesting that as early as the 1963 definition, by the Department of Audiovisual Instruction started to focus on design. This leads me to where I really sit on Educational Technology, or as the text calls it Instructional Design and Technology. I see our field as leading Education to enhance learning through the design of and implementation of technology based instruction to assist the learner in process of their own education. As I stated there must be design and then successful implementation, I see so many educators trying to incorporate technology in their lessons, but not preparing for it properly. The 2008 AECT definition hits on three parts creating, using, and managing of technology. I wonder why this is, that a field that educates students that are digital natives, seems to not prepare themselves properly to manage the technology that is available. Then like my definition the author’s definition gets into the purpose of Instructional Design and Technology, and that is to enhance the learner’s performance. I look back to my early dealing with Educational Technology, this have been in the mid to late 1980’s. I remember going to the computer lab and practicing what we had learned in the elementary classroom. The two programs that stick out in my mind the most were one where we would be shown a clock and we had to tell what time it was and then another that would show money and we would have to tell how much there was. Although basic, these programs enhanced my learning of these two concepts. They program could give instant feedback, correct or wrong, and they could also provide a chance to rethink and try again. As I moved through my education other types of technology helped enhance my understanding and performance when it came to different subjects. Being a visual learner technology, especially visual media has helped me greatly. Both my wife and I turn to visual technology when we need to learn or improve a new skill; our most likely resource is YouTube. This enables us to take our learning into our own hands as needed. That brings me to what I think is the most powerful part of our field and where I see Instructional Design and Technology headed, and that is the power of learning whatever, wherever, and whenever a learner wants. I think that our field is headed to help students learn the proper ways to use technology, to enhance their own learning. I also think we will be more responsible for providing educators way to incorporate technology in their classroom.                                                                                                
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.                                                                                          
   
   Greenville ISD started participating in training conducted by the Schlechty Center. The focus for teachers this year was lesson design. The lesson the middle school social studies team developed is pictured below. 
   
   As a member of a Schlechty design team you take all of these characteristics into mind. First you have to decide your “WHO” or Student Centered.  Once you have your “WHO” then you deign “Work” that will be meaningful have measured outcomes, and have a clear goal at the end. This end goal is the “Picture of Success”. I have not yet taught this lesson yet, however, I will be teaching it later this year. The idea of this lesson is to have the student learner apply knowledge that has been gained throughout the year to produce a product that demonstrates why a person or business should relocate to a region of the United States Pre-Civil War. What the pictures do not show is the rubric for grading or the other knowledge that was gained prior to this lesson. There would be a pre-test before this lesson so that I might gain an insight as to what my students have learned. I believe that this lesson would meet all of the requirements of the Six Characteristics of Instructional Design. 
                                                                                
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? The first three chapters of your book define the IDT (Instructional Design and Technology) field and provide a history of how it has evolved over time. In your blog post for this week, reflect on the following:                                                                                                                 Reiser distinguishes instructional media as the physical components for instructional purposes. Reiser seems to exclude the teacher, chalkboards, and textbooks in the possibility of instructional media because these three components are essential to all other types of instructional media. I believe he also excludes them so that it can help shape the view of the reader when it comes to instructional media and instructional design. Teachers, chalkboards (interactive whiteboards), and textbooks (e-textbooks) have long been the backbone on instruction and even before there was the idea of instructional media these components were part of the classroom. I think without them it does not matter what other media is used. Media can only be instructional if it is planned and presented. For this reason I would not include these in the definition of instructional media. However, I do believe based on the text and my own experiences that the purpose of instructional design is to incorporate media into instruction. I also understand instructional design to be the training and implementation of instruction that meets the characteristics of instructional design.                                                                                                                                                                                                                                                                                                                                                                                                                                             The instructional design process is known as ADDIE.                                                                                                                                                                                  Analyze, Design, Develop, Implement, and through the whole process Evaluate.                                                                                                                                                               Based on my experience as a Robotics Coach, teaching the engineering design process, and being involved with the Schlechty Center and their process of design, along with what I have gained from this book I have concluded that the ADDIE instructional design process seems to fit nicely with the other two. ADDIE also wraps up the key denominational parts of instructional design as it has been defined throughout the history of our field. 

Here you can find my thoughts, insights, misunderstanding and musing in the world of educational technology. I am using this blog for my ETEC class at Texas A&M University-Commerce.