Week 1 Reflection

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?
Chapter One was very interesting to me.  I enjoyed reading about the evolution of instructional technology in education.  My schooling began in the early 1980's. There was a lot of technology used in school in those early years.  The slide carousel that automatically advanced.  I remember watching movies on film projectors. Listening to books on tape. Seeing the teacher write on a transparency projected onto a screen.  For a long time those were the only type of technology in my classrooms. Then I started middle school and I took an Introduction to Computer class. I was amazed and confused by the machines.  All I knew was that teachers were telling us that computers were going to a part of our everyday school life but I wasn't quite sure how.  In high school we were still learning to type of typewriters. When we did use computers it was for word processing.  It wasn't until college that I "surfed the web." Looking back onto the technology I was exposed to in education none of it was used to introduce or present lessons. The technology was used as a supplement or enhance the lessons.  Today as a teacher I have a projector connected to my computer that I can present lessons to my students through my math and ELA curriculum. My students visit the computer lab daily to practice math concepts or receive remedial instruction on reading skills.  There's a lot more technology I'd love to use in my classroom (tablets, iPods, SMART boards) but my school does not receive enough funding for classrooms or even grade levels to receive these devices.  As a result of my experiences as a student and teacher my definition of Instructional Technology is that it is the use of media to assist teachers and students in obtaining the goal of mastering curriculum objectives by either being used to present the information or to be used as a supplement for that information.

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.
A lesson I have presented to my kindergarten class was on the Parts of a Plant.  The lesson began with watching a video of the book The Tiny Seed by Eric Carle.  I then presented important vocabulary words for the students to know (roots, stem, leaves, flower, seeds, sun, water, food).  Students were then divided into small cooperative groups to illustrate a plant and label the plant parts. They were given different types of art material to use. The student computers had age appropriate websites bookmarked that groups could use to research plant parts if needed.  Groups that finished before others were asked how they could incorporate the vocabulary words: sun, water and food into their illustration. Many groups used the student computers to research.  When the allotted time was up the groups came together to present their illustrations.  The next day students drew another illustration of a plant in their science journals and labeled the plant parts. This journal entry was my way of assessing and measuring student knowledge of plant parts. 

This lesson was very student-centered.  I was not standing at the front of the classroom lecturing about Parts of a Plant. The students worked in cooperative groups where each member had a job to do and participate. The goal of this lesson was to see that the students could appropriately label the parts of a plant.  Instead of passing out a copy of a picture of a plant and showing students the same picture on a projector and having them copy my labels the lesson was more meaningful because the students actually created their own plant.  The assessment was reliable because the students had to create their own illustrations and label the parts of the plant on their own.  The only parts of the Six Characteristics of Instructional Design that I do not believe I followed for this lesson were 5.) Instructional Design is empirical, iterative, and self-correcting and 6.) Instructional design is a team effort.   Step 5 is a bit confusing to me. Does it mean that lessons are based on data that shows what students do not already know?  To address Step 6 I could meet with my team members and present this lesson and ask for feedback on how I can improve it. 


In the 3^rd 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:

I do consider teachers, chalkboards and textbooks as instructional media.  According to my definition of Instructional Technology it is any media used to obtain the goal of mastering curriculum objectives.  Teachers, chalkboards and textbooks are definitely used to obtain those goals. When designing instruction educators need to constantly step back to assess their plans.  You may have an idea on what you want to teach but realize many of your students are not ready and you need to go back and reteach a concept. You need to redesign your instruction or what you have developed.  After evaluating what your students know you may need to go back to any of these steps and re-do them.  Teaching is never a straight shot process.