Sunday, September 1, 2013

Chapter 1,2,&3




      1. When I think about instructional/education technology I think of students using computers or iPads to enhance their learning in the classroom. I picture the teacher being a facilitator within a group of creators, innovators, and researchers. Students are not listening to a teacher instruct all day, they are engaged in exploring while learning and reaching higher order thinking skills. Therefore, my definition of instructional/educational technology is very different to the definitions in the first chapter. Early definitions focused on instructional media: films, pictures, charts, maps, and graphs. The information is given and already provided for the students. Students are not thinking for themselves, they are memorizing facts. During the 1960’s to 1970’s instructional technology was a process. This definition makes instructional technology useful for teachers and for instruction purposes because it would be used alongside textbook and blackboards. Once more, students are not taking ownership of their learning. As time progressed the definition of instructional technology developed. For example the 1994 definition become a theory and practice. There were five domains within the definition: design, development, utilization, management, and evaluation. The five domains within the definition reminded me of Bloom’s Taxonomy; the domains involved with the growth of intellectual skills. Still, the greatest difference of 1994 definition to mine is how teachers are still the primary users of the technology, not students.

This is my fourth year teaching and in my district and campus there is a big push for educational technology within our classrooms. Many of our teachers already have 1:1 iPad instruction in their classroom.  The staff development sessions I have attended over educational technology have all made it clear that students should be using the technology and creating with it. It’s amazing how much students are engaged when they are part of their own learning. 

After reading the first chapter I would like my definition to incorporate how professionals within the teaching field should also be analyzing, learning, and improving their performance in the workplace. As the facilitators in the classroom we must also improve in the area of technology. Education and technology is ever-changing. We must stay current, learn, and develop so we can best meet the needs of all our students.  



Technology that can be implemented into your lesson that adheres to
 Blooms Taxonomy.



2    2. In all of my lessons I have followed the Madeline Hunter Lesson Cycle Model. The model I use in my lessons also has six essential steps; Anticipatory Set, Objective and Purpose, Input and Modeling, Checking for Understanding, Guided Practice, and Independent Practice. In my lessons I also add a closure to cement the learning.

 Just as the six characteristics of instructional design the lesson cycle is student centered. Students are given the opportunity to work in groups, explore, use technology, and/or create.
Establishing goals is key when using the lesson cycle. I must know my object before I start planning my lessons. I must know what the student expectation is and how they will be successful in accomplishing that object.
In my district we are required to have lesson frames prior to creating our lesson plans and they must also be posted for the students to see. During class we state the purpose to our students so they also know what they will be learning.

For example, we are learning about bar graphs.

Teacher: Ss today “We Will” be learning how to organize, interpret, and design a bar graph.

Teacher: And “You Will” organize, interpret, and design a bar graph by surveying your classmates.

Students: Today “I Will” organize, interpret, and design a bar graph by surveying my classmates.

      Within the Madeline Hunter lesson cycle Check for Understand and Guided Practice permits the teacher to measure student outcomes. The teacher has already given instruction and modeled the lesson and is now giving the opportunity to the students to show if they understand and can accomplish the object.
      Data is also “the heart” of the lesson cycle. Data is collected in the Independent Practice step. With the data the teacher will know if the lesson was successful, what must be re-taught, who needs extra practice or guidance, or move on.
      Having a great team is imperative to having success with planning and in the classroom. Every week my 4th grade team is required to plan together and with a curriculum specialist and we use our curriculum as bases for what must be taught.

      For the above reasons the Madeline Hunter Lesson cycle and my lesson plans adhere to the six characteristics of the instructional design in chapter two.



      3.    In chapter three teachers, chalkboards, and textbooks where excluded from the definition of instructional media because the three are typically still viewed, by some, as being primary resources to presenting instruction within a classroom. Instructional media is a tool teachers can choose to use to facilitate in presenting instruction. I would not consider a teacher instructional media because the teacher should always be the primary resource in the classroom. A teacher can relate to students socially, emotionally, and explain concepts in various ways. While media presents information in one way and there is no back and forth communication on a concept or evaluation of whether the student understands the information. I would however consider chalkboards and textbooks a form of instructional media. These two options are a means of support to a teacher. The teacher can choose how the information will be presented and has the option to use textbooks or chalkboards to facilitate the instruction of the lesson.  
                 The purpose of instructional design is to provide a model in which the planning of instruction follows a process. I don’t think an instructional designs purpose is to incorporate media, but I do believe it is a organized design which allows the individual (teacher) to have the option to use the materials that can be best incorporated in the instructional piece and learning of the students. 

When I reflect on the model shown above the four concepts: analyze, design, develop, implement, and evaluate permit for media to one day play a big role in our classrooms. The four concepts are at the highest level of Blooms and using media will facilitate in an atmosphere of authentic learning in our classrooms. All students will one day be learning skills for the real-world.

1 comment:

  1. Brenda,
    I enjoyed reading your responses this week!

    1. Increasing student voice in their learning is one of my big goals this year. As I read your post I thought back to that when you pointed out students should have ownership of their learning. I agree completely that the focus needs to be on the kids using technology and not the teachers. Creating vs consuming is also something I advocate for and I applaud you for continuing to learn and grow in your use of tech in the classroom.

    2. I have not been as successful as you in implementing the 6 characteristics in my lessons. I had not heard of the model you use before but it certainly is similar to what was discussed in the book. I have always struggled with learning targets in my classroom. I understand the purpose but also feel sometimes it is the teacher deciding what the students will learn rather than giving the students ownership as you mentioned earlier.

    3. I also don't think the purpose of ID is to incorporate media. You explained this very well stating a good design allows the teacher "to have the option to use the materials that can be best incorporated in the instructional piece and learning of the students."

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