POST 1: Section 1: 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? Has your definition changed from examining the definitions in the first chapter of this book?

   My concept of the definition regarding IDT (Instructional Design and Technology) stems from the 2004 AECT’s definition, “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources”. I believe that these two ideas are synonymous, Educational Technology and IDT= Instructional Design and Technology because they both are centered on integrating technology in the classroom to enhance, enlighten. and inspire our students to a more effective learning experience. My influences come from my experience in Intro. to Educational Technology where Dr. Dondlinger helped shaped my vision. I do plan to incorporate into my definition two aspects that our textbook brought to light. The first change is the five domains; design, development, utilization, management, and evaluation, These five areas of study and practice interconnect the media aspect of our field and drives home the focus of improving the learning experience as our field’s goal. Secondly, I loved how our textbook brings to the forefront human performance technology or performance improvement. I want my definition to include the systematic design of instruction, the use of media for instructional purposes, and using a variety of instructional and non-instructional means to improve human performance.

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 lesson adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics?            

   The last lesson I designed was while I was substitute teaching at Commerce Middle School last May. The class was filled with 6^th-8^th grade boys. The lesson was designed to teach Sportsmanship via a game of kickball in the gym. My reflection was…That we must not be so naive to think that just by teaching these kids the value of sportsmanship that it will ensure that they take these values to heart. On the other hand, if we don’t guide them in this direction, it is almost guaranteed that their tendency will be to minimize good sportsmanship & maximize winning at all cost in competitive sports. Overall I feel like my lesson covered the 6 characteristics of instructional design. I didn't say how well I thought the lesson covered them…ha! I would be more creative but the game was picked because it had been a long time since the guys played kickball and I knew it was one of their favorites. I believe this lesson adhered to the six characteristics of instructional design. My lesson was student centered in that it was about sportsmanship while playing kickball, learning how to be good sports and abiding by the rules. The goal was to ultimately teach each player that being a good sport was an intentional act. The performance was measurable because my mentor had no trouble taking notes and measuring them against his rubic. The outcomes I used to measure whether or not the game or lesson was a success was by watching the game and giving immediate feedback when a player or players promoted good sportsmanship or if one followed the games rules they were applauded for their compliance or if they broke the rules they were dealt with by the referee…ME! The game had lots of self-correcting spots in that every game is intended to be learned, try, fail, try again, and master. The best part of being in sports is that I love the team aspect of it. The team effort phase is one of the most important aspects, whether it involves the boys or the coaches, it always builds camaraderie.

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:

   I believe Reiser distinguishes instructional media from instructional design because the emphasis is needed as he covers the history of each element. His exclusion of teachers, chalkboards, and textbooks from instructional media is so that it can fit into his design instructor’s mentality. It is obvious from the text that he knows the three primary means of instruction come from teachers, textbooks, and chalkboards. The purpose of instructional design includes incorporating media into instruction as well as learning how to design, implement, and support informal learning.

  The diagram below is called ADDIE. It is an acronym based on its core elements: analyze-assessment conduction, design- writing objectives in measurable terms, development- preparing instructor and student materials, implementation- instruction delivery, evaluation- based on formative and summative assessments, then revising the formative data to improve instruction. This system is set up to provide lots of bouncing back and forth from element to element to improve instruction and self-guidance.