ETEC 561: Section 1 Defining the Field

ETEC 561 Blog Assignments

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? How has your definition changed from examining the definitions in the first chapter of this book?

Before beginning this class, I would have defined instructional or educational technology simply in terms of the physical devices or programs used to facilitate instruction within a classroom setting. I suppose that this is much like the early definitions of instructional technology, in that those definitions focused strictly on the physical method by which learners received instruction.   When I think of educational technology, I tend to think of the more advanced classroom settings where the teachers and students are both able to incorporate the use of various devices/media into the everyday classroom procedures. This seems to go along with Lumsdaine’s thought that educational technology might be viewed as “the application of science to instructional practices”.  I live in an area where the schools serve many students and families that would be considered economically disadvantaged. The schools here are gradually incorporating technology within the classrooms, but only as budgets will allow. Therefore, I tend to base my definition of educational technology on the elements that I have personally witnessed or experienced being used within a classroom setting. When I think of instructional or educational technology, I tend to think more about the devices like: computers, iPads, projectors, smartboards, various software programs, etc. that could be used by teachers and students on a daily basis to assist with the learning process.  I know that there are other technologies out there, but I have not had the opportunity to experience the use of these and therefore, tend to think strictly in terms of the devices and technology that I have knowledge of.  After considering the various definitions for instructional/ educational technology, I would say that my definition of these terms has evolved.  I really had not thought about the idea of instructional technology as being a process until reading this chapter, but it does make sense that it about the process of applying the technology within the classroom to help facilitate learning. Technology in a classroom setting is not effective if it is not correctly utilized. The idea that instructional technology is about more than just using gadgets in a classroom is something that I had not really given much thought to before reading this information, but I now see that it encompasses so much more. After reading the various definitions presented in this chapter, I believe that I like the latest definition developed by an AECT committee. Their definition of instructional technology states that it “is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources”. I think that this definition is fitting because it seems to address the various aspects that make instructional technology what it is today. Now I am aware that educational/ instructional technology is about more than the gadgets and gizmos used in a classroom, it is about the various elements and technological applications that work together to help learners succeed.

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?

I have very limited experience when it comes to developing lessons or units of instruction therefore, I will discuss a lesson that I received as part of training at my current job. In my opinion, this particular lesson did a good job of adhering to the majority of the six characteristics of instructional design. The lesson dealt with various elements of technology with the objective being the creation and posting of an online video to be viewed by library patrons. The initial lesson was certainly student centered, as the teacher provided written, verbal, and visual instructions throughout the lesson so that I was able to clearly follow the procedures being taught. There was also a distinct goal to the instructional design of this lesson, in that I was supposed to learn how to shoot a video, edit that video, and post it online for others to view. When it comes to focusing on meaningful performance, I felt as though the instructor had clearly defined the performance measures that would indicate that I was successfully or unsuccessfully achieving the said goal. If I followed the instructions given, I would see the desired results and know that I was developing those skills correctly.  The fact that at the end of the lesson, I could independently produce, edit and post a video online allowed my teacher to reliably measure the outcome of his lesson. As far as this lesson adhering to the idea that instructional design is empirical, iterative, and self-correcting, I felt as though this is the area where the design fell a bit short. I believe that this was due in part to the limited time frame for this lesson and the amount of information/skills that needed to be taught within that time frame. While I was given opportunities to observe and practice the steps necessary to learn the skills presented, I did not feel that I was given an adequate amount of time to continue to practice the skills and make corrections where I needed. This chapter states that instructional design is usually a team effort. I can see where this particular lesson might not adhere to that characteristic; if you consider the fact it only involved one instructor and a student. I think that the lesson could have been more successful if perhaps there had been additional individuals involved. Every individual learns differently and sometimes it is helpful to have something explained or shown in a different way because it helps the learner to better comprehend the task at hand. I think that by including more individuals, whether students or teachers, would help to improve this lesson. Overall, however, I do believe that the teacher provided a successful lesson. It took a great deal of repeated practice on my own after the lesson had concluded, but in the end, I successfully produced a video and now have knowledge of the skills necessary to accomplish that task.

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?

In the beginning of this chapter, instructional media is defined as “the physical means by which instruction is presented to learners”. Under this definition, “every physical means of instructional delivery” would be classified as instructional media. I believe the Reiser excluded teachers, chalkboards, and textbooks from the definition of instructional media because those elements have been present within classroom settings for years and apparently produce satisfactory results, as they continue to be used. As stated in the chapter, these three mediums were the “three primary means of instruction prior to the twentieth century (and still the most common means today)”.  It seems as though by not including these elements in the definition of instructional media, Reiser is attempting to narrow the focus when discussing the history of instructional media and the influence that various mediums (such as film, audiovisuals, television, computers, etc.) have had within a classroom setting throughout the years.  I think that I would consider teachers, chalkboards, and textbooks as instructional media because they are certainly means by which classroom instruction can be delivered.  I do understand, however, how it might be helpful to remove them from consideration if you want to narrow your focus and examine the history/influence of additional instructional mediums that have not always been used within a classroom.  If you do not consider teachers, chalkboards, and textbooks as instructional media, then I think that incorporating media into instruction is not necessarily the sole purpose of instructional design. Instead I see instructional design as a means by which individuals can assess learning needs and develop an instructional plan to effectively meet those needs. Sometimes instructional design may involve the incorporation of instructional media in order to try to achieve the desired learning result, but it is my understanding that instructional design is about more than simply ways that mediums can be used to facilitate learning. Instructional design involves determining the learner’s needs, along with the desired results, and developing processes that will bridge the two.