Definition Reflection
As I studied each of the instructional technology definitions, I realized how much the field has changed, and I also realized that it will forever be changing. As technology increases and changes in education are made, new more comprehensive definitions will need to be written. I do not believe there is an exact definition that applies to every work environment, but I do believe it is important for individuals to understand the definition of instructional technology as it pertains to their specific job. For me, the definition that seems to relate to my work and my experiences with instructional technology is a combination of the 1977, 1994, and 2006 definitions.
Looking at the 1977 definition, I like the idea of instructional technology being used to analyze problems. If we, as educators, want to prepare our students to be successful in the world in which they live, they will need to be problem solvers. I believe instructional technology provides students with a variety of ways to analyze problems which will ultimately help them become problem solvers.
The 1994 definition mentions using instructional technology to improve learning. I agree with this aspect of the definition because instructional technology should not only be used to improve teaching, but it should also be used to improve the learning process. If students are given opportunities to research and study topics using a variety of technologies, then they are more likely to make connections and retain what they discovered.
I also like the 2006 AECT definition and find it is more in line with how I view instructional technology. This definition refers to instructional technology as the ethical practice of facilitating learning and improving performance by creating and using appropriate technological processes and resources. This definition recognizes the fact that instructional technology provides students with the opportunity to determine what they learn. It also uses the term ethical which emphasizes the importance of an acceptable use or Fair Use Policy.
Taking bits and pieces from each of the instructional technology definitions helped me create one of my own. I see instructional technology as the ethical practice of integrating a variety of technologies to facilitate learning and improve performance by creating, using, and managing technologies to create life-long learners who can analyze problems, think critically, and become productive members of the 21st century.
Instructional Design Model
Using the Dick, Carey, and Carey model of instructional design, I created my own model of instructional design which reflects my work environment and my instructional technology definition.
1. The instructional design is learner centered because it begins with an analysis of the learners and the context in which they will be learning. The learners and their performance are the focus.
2. Instructional design is goal oriented. Based on learner analysis and student expectations, needs are identified to determine goals. Goals are clearly communicated to the learner, and when possible, goals are written by both the learner and the instructor/teacher. By involving students in the learning process, they are more engaged and motivated.
3. Instructional design focuses on meaningful performance. Performance objectives are written with the learner in mind.
4. Instructional design assumes outcomes can be measured in a reliable and valid way. Both formative and summative assessment instruments are developed based on student expectations, not by what the teacher has done. These assessments should be designed with the end in mind and should be a measure of performance objectives.
5. Instructional design is empirical, iterative, and self-correcting. Data collection is an on-going process and will benefit both the teacher and the learner. It can help guide further instruction, and with high quality corrective instruction, can lead to better understanding.
6. Instructional design typically is a team effort. Teachers must accept the fact that they are not experts on everything and that by collaborating with others creates learning communities. These learning communities benefit both students and teachers because they are all working together on a shared purpose with common goals.
***Be sure to check out my instructional design model at the end of this post.***
***Be sure to check out my instructional design model at the end of this post.***
Technology in the Future
Even though technology integration in grades K-12 has been slow to evolve, I believe we will continue to see instructional technology emerge as a change agent in educational practices. There are two main reasons why I see this change continuing. First, instructional technology provides students with authentic learning opportunities. It is this type of learning which will give them a chance to identify real-world problems and learn how to solve them. The second reason I see instructional technology continuing in the future is because of the impact it has on instructional practices. Yes, instructional technology might be a slow, ongoing process, but it is definitely here to stay.
Currently, instructional technology is encouraged and, in some cases, required in the classrooms. States have adopted technology standards for both students and teachers. Schools have adopted LoTi (Levels of Teaching Innovation), a school improvement plan, to focus on best practices in technology integration. Schools are also installing wireless Internet for all classrooms, and districts are moving away from print resources to electronic ones.
As you can see, change is well underway. As society becomes more reliant on technology, schools will too. In the future, online courses will not only grow in higher education and adult education courses but will be offered at all grade levels. Students of all ages will have more opportunities to participate in online discussion forums, blogs, wikis, podcasts, online videos, and multitude of other Web 2.0 tools. Students will also have opportunities to learn from instructors thousands of miles away all because of the Internet and World Wide Web. Learning will no longer be confined to a classroom, school, community, or state. Students will be able to learn from others across the world and will have information readily available to them 24/7. Yes, drill and practice and word processing will survive, but it will not be these tools which will fuel the change. The change will happen because of the educators and students who are not content with old, outdated practices which have been proven to be ineffective in creating authentic learning experiences.
