Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological process and resources. (p. 4)
Reiser and Dempsey (2012) define IDT as:
The field of instructional design and technology (also known as instructional technology) encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace.
Professionals in the field instructional design and technology often use systematic instructional design procedures and employ instructional media to accomplish their goals. Moreover, in recent years, they have paid increasing attention to non-instructional solutions to some performance problems. Research and theory related to each of the aforementioned areas is also an important part of the field. (p. 5)
Before reading this chapter, I would have defined IDT similarly to the first definition, as a field in which an educator designs instruction and facilitates learning using technology to most efficiently help students acquire and apply knowledge. The textbook definition brings to light the research component of instructional technology, and how important it is to help improve performance not only in the classroom, but also in the workplace.
When I taught second grade a couple of years ago, I taught a unit on the water cycle. I used a variety of methods to teach the water cycle. Brainpopjr.com videos, a Youtube video of a water cycle song and dance that we learned, and a Power Point presentation were a few of the ways I used technology. My students also created a “Water Cycle in a Bag” in which they placed a small cup of water or a soaked cotton ball into a plastic baggie and then hung it in the window. The students then observed the water over time and wrote their observations, hypotheses, and conclusions in their science journals.
While I feel like after the unit was over, my students understood what happened to water when it was heated and cooled, they still had difficulty describing the cycle using the correct vocabulary terms. I am not sure if this was an English language barrier or not, since my students were ELLs (English Language Learners). I think I should have designed the unit to include more student-centered technology. Most of the songs and videos were used in a whole-group setting. However, I also think that having the students create their own water cycle system was an effective hands-on technique to illustrate the concept and allowed students to critically think about what was happening to the water in a faster, clearer setting than they could in reality.
Which leads me to my next point- I do not think that the purpose of instructional design is to always include technology such as computers and devices in instruction. I think that an effective educator will know when and how to efficiently use technology to facilitate learning. Sometimes a computer is not the answer. Sometimes a student needs to physically touch and manipulate real objects such as counters to help grasp concrete concepts. A teacher is not a form of instructional media to me, because she is the one who determines what media is appropriate to facilitating learning.
References
Reiser, R. A. & Dempsey, J. V. (2012). Trends and issues in instructional design and technology, 3rd ed. Boston: Pearson.
I agree with you on several of the points that you have made, Laurie. First of all, I love your own self-reflection of the water cycle lesson and realizing that perhaps bringing in technology in a more student-centered atmosphere instead of just a whole group activity could have made the experience better for them. It is amazing how we, as educators, are always second guessing ourselves and thinking of ways to improve our teaching in order to help our students. And second, I completely agree with you on the statements you made in your last paragraph. I also do not think of teachers as media, but as the facilitator who knows and understands the best practices to be used for each student for each particular concept. Technology isn't always the answer; or, perhaps, it isn't always what should be used to teach a concept first. The teacher, like you said, should always be the one to determine what is best for her students and what media to use to best reach them academically.
ReplyDelete-Jennifer Gomez
Laurie, I would have also defined IDT as instruction that uses technology to help the students acquire knowledge. I guess hearing and seeing the word technology causes us to assume that some form of technology must be incorporated into the lesson. Before I began teaching using the Montessori method, every lesson had to incorporate some type of technological device. However, in a Montessori classroom, we must expose our students to real life experiences which may not include technology.
ReplyDeleteI have taught the water cycle to my students. Using Youtube, songs, and those activities that you mentioned are great ways to reinforce the lesson. You have provided your students with instruction in a variety of forms to ensure that you target their different learning styles. I agree that technology is not always the key element in students’ comprehending the lesson. They need to physically manipulate objects in order to better understand the situation. Students learn best when they can relate ideas and concepts to everyday life. Thanks Laurie
Christy Loftis
I love your ideas for teaching the water cycle. I think that your observation about having the them do more student centered technology learning may have helped them, but you had to lay the groundwork like you did before asking them to do a project because they have to have something to work from. I wonder if they even videoed themselves in an "interview" for the water cycle could've helped. My kids always love to see themselves on camera! :) Love your ideas. Great post!
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