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?
After
reading chapter 1, I would explain instructional or educational technology as a
developing tool for students. I understand there are several devices out there
that are used in classrooms today. A few I am familiar with are projectors,
whiteboards, elmos, ipads, ipods, and promethean boards most of these are effecting
teaching strategies. By using these
tools it is a visually stimulating learning place for students. My idea of
instructional technology is being able to use all resources that may be
available. These devices are a great way to communicate and capture higher
learning in the classroom. Technology is our future!
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
would like to talk about one lesson in particular students love to do in my
Afterschool Program. We like to integrate varies subjects within one lesson. For
completing this assignment students were asked to read the book “Flat Stanley”.
Students were given detailed instructions. Once the students read the assignment
they were then asked to create a class blog, after creating the blog students were
asked to collaborate with one another about the story and act out a few parts
to the story. At the end of class students had the chance to create their very
own postcard. If you haven’t read any of Flat Stanley’s stories he travels to
many different places. At the beginning of the assignment students were given a
task the assignment was based on a “goal oriented” method. The assignment was definitely
“students centered” meaning students were actively learning on their own,
brain storming, and working in a positive learning environment.
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?
In today’s society
there are many ways to define the word “media”. When defining the word myself,
it depends on the type of media I may be referring to. For instance, if you are
talking about “media” the following words come to mind television, radios,
magazines, or newspapers. Other types of
media: oil pastels, painting and drawing. I would definitely consider chalkboards,
textbooks, and teachers apart of instructional media it depends on how they are
incorporated into each lesson or how you look at it. Teacher and textbooks are the main focus when
delivering instructional material into the classroom. I don’t think I would say
the “purpose” of instructional design is to incorporate media as much as
instructional design provides itself to benefit the student.
