Trends and
Issues in Instructional Design and Technology by Robert A. Reiser and John V. Dempsey provides
a current definition of instructional technology which will continue to change.
Technology is growing and changing at a rapid pace and instructional technology
is changing to keep up with the pace. The definition of instructional
technology has changed greatly since the early definitions that was simply
viewed as media.
Prior to taking any ETEC
classes my thoughts on educational technology were to use technology to teach
using computers, pictures, projector, and audio. I was a student in high school
in the late 80's and the use of technology in the classroom that I was
subjected to was a cassette tape recorder, over head projector, and an
occasional film. I took a typing class using typewriters and I don't remember ever
seeing a computer being in the school. I must say I was astonished how far
instruction technology had come when I entered college in 2007 and started
conducting my observations in public school classrooms. The Smart Board was so advanced from what I had seen in the classroom it could have been alien technology, at that moment I was fascinated and even
though I was majoring in Interdisciplinary Studies, I use my
electives to take ETEC classes to help me be an effective teacher using
instructional technology.
After reading the first chapter my definition
has changed considerably. I thought of instructional technology as a tool to
teach the content and to help reach students with different learning styles. I
have come to the conclusion that I was missing such a huge part of the meaning.
The authors, Reiser and Dempsey discuss that one of the goals for professionals
in the field is to improve performance, and the goal should be to help learners
apply the new skills and knowledge they have acquired. The terms that are
important to reach that goal are creating, using, and managing. (p.4)
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.
For a previous ETEC class I design a lesson plan integrating technology. Since it was my first attempt at creating a lesson plan integrating technology I'm sure the lesson could use revision as the Dick, Carey, and Carey model of instructional design points out. I will continue to revise this lesson because I feel it has the potential to be a unit that the students will enjoy. Below is an overview of the lesson plan and the six characteristics of instructional design the textbook lists and my thoughts on how my develop instruction relates.
Lewis and Clark Expedition
Social Studies, Math, and Technology.
Grade: 4
Objective:
Upon completion of watching and analyzing the “Lewis & Clark
Expedition” video from the History Channel, in a group students will create
an expedition using Google Maps of the Lewis & Clark Expedition. Students
will plan what supplies and money are needed for the expedition. Students
will create a map of their expedition, supplies and money needed and compare
it with the other groups in the class.
Teacher:
Watch and discuss the “Lewis and Clark Expedition” video from the History
Channel.
Discuss the Louisiana Purchase and Jefferson sending
Lewis and Clark to explore the lands acquired in the Louisiana Purchase.
The students
will view “Lewis and Clark Expedition” video discuss the Louisiana Purchase
and Lewis and Clark Expedition.
Teacher: Ask the students to think about the
nearly 8,000 miles Lewis and Clark explored and how they could accomplish such
an exploration. Discuss what types of supplies were needed.
The students
will get into groups and create
an expedition using Google Maps of the Lewis & Clark Expedition. Students
will plan what supplies and money are needed for the expedition.
A rubric will
be given to each group and jobs will be assigned within the group.
Each group will create a map of their
expedition, supplies and money needed using a poster board.
Each group will compare their map with the other
groups in the class.
The class will discuss each group’s ideas and
display their creations in the classroom.
The students
will be accessed of their cooperation in the group and the quality of
work the rubric stated.
The six characteristics of instructional design the textbook lists and my thoughts on how my develop instruction relates:
1. Instructional design is student centered. - When creating this lesson plan I wanted the students to have the ability to work in groups to help one another to create the product and achieve the stated objects with minimal help from the teacher.
2. Instructional design is goal oriented. - This lesson plan has the goal of mapping the Lewis and Clark expedition, what supplies and money are needed, and present the final product to the class on a poster board. The students are presented with a rubric on what is expected and knowing the goal they have the freedom to be creative in the way they reach their goal.
3. Instructional design focuses on meaningful performance.- By the students mapping out and planning Lewis and Clark's expedition I feel the lesson does focus on a meaningful performance because instead of just reading a chapter the students will be an active participant in the expedition.
4. Instructional design assumes outcomes can be measured in a reliable and valid way. - The outcomes of the instruction can be measured in a reliable and valid way because the students will be creating a final product of the Lewis and Clark expedition. I feel that creating a project will be a much better choice than a paper-and-pencil test. The students will be showing their knowledge and skills that were used to created the final project.
5. Instructional design is empirical, iterative, and self-correcting. - To reach the goal of the developed instruction the students as a group will be collecting data, using math calculations and revising their expedition projects. Developing the instructional design consisted of research and self-correcting on my part.
6. Instructional design typically a team effort. - Due to the fact I created this instruction for an online class I was not able work on a team. However, I did use advise that teachers have posted online so I did reach out for help and others opinions and ideas.
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:
In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. I can understand Reiser excluding teachers, chalkboards, and textbooks from the definition of instructional media "in order to clearly describe the history of media." (p.18) Personally I do consider teachers, textbooks, and chalkboards part of instructional media. I came to the conclusion because as the definition given in the text is "instructional media as being the physical means via which instruction is presented" and in my opinion that includes teachers, chalkboards, and textbooks. (p.18)
The ADDIE model is made up of the phases of instructional
design. What I love about the ADDIE model is that it isn't to be used in a
linear step-by-step manner and revision is an important part of the ADDIE model.
Revision is often necessary to develop instruction that is effective so the
students will get the most out of the instruction.The text states "it is often necessary to move back and
forth among the activities of analysis
design, and formative evaluation and revision" and the ADDIE models
design makes it easily possible. (p. 12)
Reiser, R. A., &
Dempsey, J. V. (2007). Trends and issues in instructional design and
technology. (2nd ed.). Upper Saddle River: Prentice Hall.
Vicki,
ReplyDeleteI really liked how you described the technology from when you were a student in the 80's. It also makes me think when I entered high school in 2002 and I feel my technology experience was much the same as yours. We did not have smart boards, slates, ipads or active voters. We occasionally would go to the computer lab and when we did it was to work on typing skills. Now that I'm a teacher, educational technology seems to have really gained the spotlight in education today. As you stated earlier in your post, I also looked at technology just as a tool to reach a student who may have a different learning style. After so many Etec classes it really broadens your perspective on what all educational technology entails. I think the ADDIE model promotes the six major steps in order to create instructional design that is successful and effective.
I was a high school student in the early 90's, so not much after you. My experience was pretty much the same as yours...cassette players, overhead projectors and typewriters!! After several years in the classroom, it is fascinating to see all of the technological advances being made.
ReplyDeleteI also like that the ADDIE model isn't to be used in a linear step-by-step model. I feel that using the ADDIE model in lessons will create successful lessons.