Week 1:  Defining the Field

ETEC 561

Wilgus Burton

June 2013

 

 

1. 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?
Response:

This course is listed as ETEC 561 - Educational Technology.  For the past several years, I have been under the impression that Educational Technology involved designing curriculum content that can supplement concepts through the use of current and past technologies within the classroom.  Until recently, just prior to this course, I had begun noticing a slight change in that idea. 

As a Teacher within a local school district, we have Professional Development that utilizes the concept of PLCs (Professional Learning Communities).  Each Department (Science for example) has different courses whose curriculum do not necessarily overlap.  So, we have these "separate communities" like Biology and Astronomy and Physics, and Chemistry.  Within each community, there may be one or more than one teacher teaching a singular subject.  It is within these little communities where the overall subject curriculum is developed for each course such that all Teachers that teach each subject will be following the same curriculum. That makes sense. It is hoped that each Teacher teaching, say Physics, have access to the same technology that can be utilized for that course. 

But, not all Teachers are "created equal".  Some may be very comfortable using newer technology; while other's still hold their ground and stick with the text-and-chalkboard methods of teaching.  So, my first idea that Educational Technology was meant to be strictly used within the classroom. With the implementation of the PLCs, that viewpoint has changed. Dramatically!

The definition currently used by Reiser and Dempsey from the AECT (Association for Educational Communication and Technology) is "Educational Technology is the study and ethical practice of  facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (AECT, 2008; Trends and Issues in Instructional Design and Technology by Robert A Reiser and John V. Dempsey, 3rd Edition, 2012, page 4). Compared to previous versions as laid out in this first chapter,  this is a much better and clearer idea as to what Educational Technology should be.  According to the current ACCOUNTABILITY trend, this fits nicely.

In the district I teach in, accountability is a major factor into how we approach making new, and revising,  our curriculum, teaching, and discipline methods. It is understandable that this be taken seriously in today's judicial-happy society.  In this new definition, the first thing that struck me as needed is "the ethical practice ...".  Some school districts are conservative, some are moderate, and some are more liberal (no political statement intended here).  The social-economic, ethnic, and racial make-up of the districts work into the mix here as well.  The school districts have to be held accountable for the education of each student regardless of  the student's capabilities. The districts have to  also be constantly aware of each students potential, challenges, and goals for the educational systems. The general idea of  "the ethical practice of..." will be approached differently for each school district and the values of the local community of each school.

The remaining part of the definition fits exactly what my understanding of what Educational Technology should be.  But now, this is a two branched concept; one for the classroom use and the other for Teacher development.

The first "branch" is that of direct use within the classroom itself.  How can the Teacher make a concept more exciting instead of being the lecture-of-the-day type?  What else can be done to excite the students into learning the concepts without them being bored or falling asleep?   This can partially be addressed with some sort of non-chalkboard methods.  Using powerpoint presentations is one way (without them getting the feeling of "death by powerpoint".  A change is to get the students involved into making their own powerpoint presentations for a topic.  An example of this idea is one that I have used in my Earth & Space Sciences classes.  During the sections of Meteorology, I make up a set of cards (3X5 inch) with a different topic related to atmospheric phenomena (rainbows, sundogs, etc.) that can be seen by anyone.  The students draw 1 card out of a hat, box or something that they cannot see what they are choosing.  Each card has a different topic, so no two students will have the same topic.  Their task is to research their topic and create a short powerpoint or video presentation for the class to see.  The students have a set of concepts to include in their presentations as well as a rubric for them to follow to see just how well their presentation should be.  Unless "senioritis" has set in, this is a nice chance for the students to be the Teacher. 

Since my classes are in the Planetarium, my Astronomy classes do the same, but with different constellations to research.  Then, on the due date, each student will point out their constellation in the theater the way they would see it in the real night sky.  Both of these activities are very popular with the Seniors, and a great way for them to become familiar with uses of technology other than social  media technology.

Both of these two types of activities fit the rest of the definition very well.  Except now, the student becomes the one in charge of the use of technology use for a concept.

The other "branch"  for this definition to work is directly related to the Teachers and administrators themselves.  How can the Teachers be trained to use new technology (hardware and software) that can enhance their teaching processes?  How can additional professional personnel be taught to use the definition directly? "Using and managing appropriate technology" has to be addressed during Professional Development days and during PLC meetings.  Perhaps this branch should be called " Teachnology..." since it works with the Teacher training of new and changing technology as well as other professional personnel.  This is also where a type of change to the  name from Educational Technology / Instructional Design for Technology should be two separate types of the use of technology within the educational system.

The current (2008) definition of Educational Technology fits nicely into the educational system I know. Compared to earlier definitions, it fits well to our current educational and societal trends that we currently utilize for the benefit of our students AND faculty.



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.
Response:
 
As I understand the question, the 6 characteristics of Instructional Design, based on the 2008 definition, are: student centered, goal oriented, focuses on meaningful performance, outcomes can be measured in a reliable and valid way, empirical iterative and self-correcting, and typically a team effort.

As mentioned in the first question's response " A change is to get the students involved into making their own powerpoint presentations for a topic.  An example of this idea is one that I have used in my Earth & Space Sciences classes.  During the sections of Meteorology, I make up a set of cards (3X5 inch) with a different topic related to atmospheric phenomena (rainbows, sundogs, etc.) that can be seen by anyone.  The students draw 1 card out of a hat, box or something that they cannot see what they are choosing.  Each card has a different topic, so no two students will have the same topic.  Their task is to research their topic and create a short powerpoint or video presentation for the class to see.  The students have a set of concepts to include in their presentations as well as a rubric for them to follow to see just how well their presentation should be.  Unless "senioritis" has set in, this is a nice chance for the students to be the Teacher",  these two activities work the entire list of Instructional Design within the classroom., even the last (team effort).

The concept of  Students as Classroom Teachers is a form of peer teaching.  This can be summarized nicely from the website " http://www.soundout.org/teaching.html " . Peer teaching gives each student a chance to shine showing their capabilities and knowledge of a self-learned (by random choice) topic. This shifts the task from the Teacher teaching each individual concept and through self-learning, the students teach their topic. The goal is for the student to learn not just the information, but the actual presentation aids each student with skills that could be enhanced through their further education or workplace skills.  This creates a greater feeling of self-confidence while they do their individual research as well as during their presentations, the use and experience gives a meaningful action to their learning and performance.  This not only improves the student performance but  potentially helps improve the student's future classroom learning. The idea of each student creating their own presentation, presenting it, and during practicing it helps in aiding the student through the technological processes of building a presentation.  Through using the goal list and rubric, each student knows what type of material is needed to reach a measurable presentation (grades).  Granted, some students will need some assistance as they proceed with their presentation  skills and thus becomes a way for the student to self-correct their presentation for the class to see.  As far as a team effort, it can be utilized as a way for the students that are more technologically proficient  to aid those with less technological skills in completing their presentations. Again, this leaves the Teacher free to watch and guide the students toward a productive project.

The same concept can be extended towards the faculty and additional staff during in-service and PLC sessions. The use of classroom Teachers for in-service training is an additional boost to a Teacher's confidence as well as a learning potential whose information can be passed on and built upon by additional faculty and staff for their PLC groups.

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?
Response:

Instructional media, in the most basic and literal sense, is the physical aspect of delivering information to students (school, businesses, etc). This includes, but not limited to, projectors, videos, audio tapes, radio, computers (including tablets, cellular devices), but excluding Teachers, chalkboards, and textbooks. Instructional Design is how technology is used for education, businesses, military, etc.

Perhaps the separation discussed in the textbook (ID&T by Reiser and Dempsey) is based upon the 1970 concepts laid out by the Commission on Instructional Technology. The exclusion of Teachers, chalkboards, and textbooks may be kept separate, in my opinion, because of historical reasons.

In the earlier times of Socrates, Aristotle, Pythagoras, Eratosthenes, Ptolomy, and Hammurabi (~ 1772 B.C.), education began as stories used to explain the unknown to children.  As time passed, and organized writing began (Egyptians, Hammurabi, etc), education had to be more than just stories passed down to the younger generations. As a large network of communication began from city to city and country to country, writing became a way for those in power to discuss business transactions, treaties, and manage local inventory of food, tools, animals, and taxes. For people to succeed in this manner, tools were developed to explain what is to be taught and understood.  This eventually went on to be a tool for developing and explain abstract concepts such as geometry, geography, mathematics, and philosophy (science).  A further advancement that became useful was the invention of tablets (rocks), paper, and eventually books.   Today, we use all of these teaching methods despite new advances in technology. 

Despite any new technology, we still need to fall back on the Teacher, chalkboards or whiteboards, and textbooks in the eventuality of some sort of technology-based failure.  It appears that the use of the Teacher/chalkboard/textbook, due to historical development and ease of use, will always be a necessity for education, businesses, research and even to teach Teachers. 

I would say that the use of Teacher, chalkboards, and textbooks (TCT) is a necessity for both Instructional Media and as a tool for Instructional Design. But, with the historical aspect of using tools to explain concrete and abstract concepts, it makes sense that the use of Instructional Media has to be a tool to be incorporated into Instructional Design.  With the changes of technology, the use of new Instructional Media, along with new methods of teaching (Bloom, Gagne, Skinner and others) has to be incorporated into the classroom through the development of curriculum, PLCs, In-service days, and personal use for education to advance to a higher level.