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.
Brenda,
ReplyDeleteI 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."