After reading Chapter 1 in Trends and Issues in Instructional Design, I noticed that as the definitions evolved, so did the goals of the field. Originally the definition was centered on effective instruction. The next set of definitions looked at a more systematic approach which resulted in a focus on learning. Currently, (as noted in the 3rd edition of Trends and Issues in Instructional Design, 2012) the goal of instructional technology is to facilitate learning and improve performance. I love that the latest definition by AECT has included the learner. I believe that technology in the classroom should facilitate and enhance learning. It should not be incorporated just to satisfy a TEK, but technology should be a tool that students can use to express their ideas, communicate with others, and enhance their creativity. When technology is student driven with an authentic audience, it can be very powerful.
In Chapter 2, we learned about the different instructional design models. Students in a traditional instructional design model would learn basic skills before adding more difficult skills to their repertoire. In February, I attended an EdCamp where I heard Chris Bigenho speak about the problem of losing students’ engagement with the traditional model. Many students don’t stick with their goals because they lose interest in learning the basics. Bigenho likened it to learning to play the piano. While learning the basic notes is important to being able to play the piano, playing scales over and over again does not generate interest in playing the piano, and many people give up on their goal of learning to play. The same is true with technology. Students do need to know some basic information in order to complete certain tasks. However, a scope and sequence of skills in not absolutely necessary. When student driven learning is in place with an authentic audience, students are more driven to figure out what they need to know in order to accomplish their goal. A knowledgable teacher becomes a very important facilitator in this model. In this model, students have been given the reins and thus have learned much more than they would have in the traditional model.
I agree that the list of the 6 characteristics of instructional design is still pertinent today. Having this list before creating a technology assignment would be beneficial. When I think about a lesson I did this year, I see several places where having this list could have improved my lesson. After reading a book, I put students in small discussion groups in an Edmodo account. I monitored the discussion from my computer. I would post a question and let the students discuss it online in their small group. There were many positives about this lesson: It gave students a chance to formulate their thinking before adding their comment(s). For those that were more insecure, it gave them a chance to see if their thinking was “on-track,” and if not, it gave them a chance to reevaluate their thinking before adding their comment. It gave me a chance to be “a fly on the wall” and be a part of several groups at once. One thing I would change based on the 6 characteristics of instructional design is, I would rethink the assessment part of the assignment. While my goal was to provide a safer environment for discussion, I didn’t really have a tool for assessing that.
In Chapter 3, Reiser and Dempsey look at how technology has evolved and the impact of “modern” technology as it was introduced. Because the teacher, textbook, and the visual sharing space have remained a constant in the classroom, I feel the authors found it necessary to classify these mediums in a different category. In the history of instructional media, Reiser and Dempsey note that “… there is a great deal of initial interest and much enthusiasm, … but the medium has had a minimal impact.” However, the authors predict that the most recent form of instructional media “… will continue to bring about far greater changes in instructional practices.” Therefore, I believe it is important for teachers to incorporate media into instruction.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Boston: Pearson.
Nicely written Stephanie. I can clearly see your understanding of the IDT field. I like your quote, "I believe that technology in the classroom should facilitate and enhance learning. It should not be incorporated just to satisfy a TEK.." If only more educators would understand the difference. It's one thing to integrate technology but it must be the write form of technology to make the learning more meaningful.
ReplyDeleteI love how you connected it to Bigenho's link of learning to play the piano. That's a great analogy! It's hard to "release the reins" when one has been the driver for so long, but it's confirming after you witness the authentic learning that occurs when you become the facilitator.
Stephanie, I really enjoyed reading your blog this week. You brought up a couple points that I have thought about myself. I feel like many teachers either avoid the use of technology because they don't really know what to do with it, or just use it to say that they do. If, as you say, technology is used as a tool to enhance learning, it changes the dynamic of the entire classroom. Additionally, as you also mentioned, students need to be challenged beyond the scope of basic skills in order to foster their desire to learn more.
ReplyDeleteAs Devin mentioned, it is hard to let go and "just" facilitate. Sometimes 1st grade is like herding cats... Honestly, if I just let them go all the time, nothing would get accomplished and the room would be a disaster. I have found, however, that once the rules and procedures are clearly established, I can let go more and more as the year moves on. It really is amazing to watch them "do their thing" and realize that they don't really need me anymore (for that purpose anyway).
I absolutely love the activity that you created for your students on Edmodo!! They were answering the questions and having the class discussion but in the format that they love using ~ social media! Being a fly on the wall is a great way of thinking about monitoring their discussions. Great job! As far as rethinking the assessment portion, maybe you could use a rubric tied to the discussions that way they know how much discussing was needed and to what degree.
ReplyDeleteYour analogy with the learning the piano is fantastic. That is the exact reason that I do not play the piano. My piano teacher believed in mastering keys, chords, and scales before learning the "Fun stuff". So I didn't stick with it. Children learn that same way we as adults do, so it is important that we remember that and teacher them the way that we want to learn.