Defining the Field

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?

My definition of instructional technology has evolved over the past seven years of teaching and continues to evolve after reading the chapters.  My initial understanding of instructional technology was allowing the students to work in the computer lab in Word documents and using the internet for research.  At this time, we did not have computers in the classroom and the classes were assigned a block of time for the computer lab.  Over the past three years, each student in my class had a laptop for use at school and home and my classroom was equipped with a Promethean Board and Elmo.  The past three years immensely changed my definition of instructional technology.  I once thought the students simply needed to use a computer in any fashion but I now believe the students must use a piece of technology to “solve problems, analyze data, develop multimedia presentations, and create visual displays” to partake in meaningful educational technology, Trends and Issues in Instructional Design and Technology (p. 21).

            My definition of instructional technology discussed above is student centered with the activity being emphasized but after reading chapter one, I realize I am leaving out some important aspects.  According to the text, instructional technology “encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional processes,” (p. 5).  Instructional technology is not simply a teacher creating a lesson allowing the students to use a computer as part of the assignment.  I now understand that teachers and other professionals in the field of instructional technology work together to analyze and create objectives, develop assessment instruments, develop instructional strategies, select materials, and design and conduct formative and summative evaluations.  My definition was too narrow and did not encompass the need for assessment of the design to ensure effectiveness.    

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.

My most recent teaching position was 6^th grade math.  For this particular lesson, The Pool Problem pictured below, the instructional design is student centered, in that, I gave minimal instruction that day and allowed the students to problem solve and work through the activity as a group.  It can be difficult keeping math lessons student centered because it is easy for the teacher to simply lecture while the students take notes. 

The expectation of the lesson was for the students to continue the pattern of the pools relating perimeter and area and to discover an equation to continue the pattern using a function table.  The lesson was goal oriented from a teacher’s perspective but I did not write the goal on the student handout.  By writing the goal for the students to also see, the lesson would be more meaningful and tangible to the students.

I attempted to make the lesson meaningful by discussing the size of pools, which is a hot topic in Texas.  Students have a difficult time realizing math is used in the everyday world in a variety of professions. 

In the days leading up to this lesson, students had completed simple function tables and discussed patterns.  This lesson was meant to be a culmination of the unit.  For the assessment, the students were expected to create a four square concept box with each square depicting a deeper understanding of how function tables work.  The students worked in groups to complete the four square concept box.  To enhance the reliability of the assessment, I could have each student create their own four square concept box ensuring each individual student understands function tables.  Too often one student in a group will have a deeper understanding than the rest of the group. 

The data collected before the lesson included daily assignments and quizzes.  Leading up to this lesson, the majority of the students should have a deep understanding of function table.  This was a relatively simple lesson, so it did not require the help of a team.  By using a team consisting of an expert in math, expert in the use of technology, and an instructional designer, I feel the lesson could go beyond pencil and paper.  The lesson is definitely lacking in the use of technology. 

Pool Problem Materials: -Square color tiles -Large graph paper -Colored Pencil Say: Margo Misfit is designing gardens to go around the perimeter of the square  swimming pools.  Each pool has a square center that is the area of the water.  Margo uses color tiles to represent the water.  The gardens around the pools are also represented with color tiles.  Here are pictures of the three smallest square pools with the gardens around them. Complete a four square concept box with the following information: Square 1: Sketch the first three pools and the next three pools. Square 2: Write three descriptions. How does the pool number relate to the number of tiles used for the pool? How does the pool number relate to the number of tiles used for the garden? How does the pool number relate to the perimeter of the garden? Square 3: Draw three function tables to represent your descriptions.  Include an equation using the variable “n” Square 4: Copy the following questions and answer them. How many tiles will the 100th pool have? How many tiles will the 100th garden have? What is the perimeter of the 100th garden?

3. In the 3^rd 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:

In the past instructional media was described “as the physical means via which instruction is presented to learners,” (p. 17).  Using this definition, teachers, chalkboards, and textbooks are used to present instruction and are therefore instructional media.  However, Reiser wants to distinguish instructional media as the physical means instruction is presented with the use of technology.  By emphasizing the use of technology, I agree that teachers, chalkboards, and textbooks are not instructional media but can be used when implementing a lesson through technology.    

Reiser’s definition of instructional media places the emphasis on the use of technology to present information including but not limited to, television, radio, and computers.  The definition of instructional design emphasizes the creation process of lessons.  Instructional media can be included in the instructional design process. 

I do not think the purpose of instructional design is to incorporate media into instruction.  Rather, the purpose is to create lessons with objectives understood by both the presenter and student and meaningful instructional strategies with constant revision and re-evaluation.  Instructional media can be the mode of presentation but it is not necessary. 

            I agree with the diagram below.  When a team of instructional designers are working together, constant re-evaluation is key.  Throughout history, each new technology was thought to be the next big thing in terms of instructional design.  I believe T.V. and radio did not change the way teachers presented lessons since the students cannot interact with T.V. and radio.  The use of radio and television in the classroom was often no different than the teacher presenting a lesson.  Through the use of computers and iPads, instructional design may change the way instruction is presented in the classroom.  Computers and iPads will allow students to interact with the lesson and create unique and personal outcomes for assessment.  The instructional design above, allows the designers to constantly evaluate the instruction at each stage of creation and implementation.