Section 1: Defining the IDT Field

1.     I think it is interesting to see the evolution of the educational technology field through out the years.  I feel this compares to my own thoughts of what instructional technology and design is because as I have progressed further in this program the more fluid my thoughts become.  I feel it is a very difficult field to define because it encompasses so many different things.  However, the definitions consistently seem to be the focus of using technology to improve education. 

It is very interesting to see how the dates several years ago define educational and instructional technology so differently.  I know that the changes being made from 1977-1990 were made by several new developments that have molded my opinion on how I think technology is being used today. I used to believe that technology was only being “taught” but now I feel that it is all around us.  It is essential for students to use technology, understand it, and apply it in their every day lives. It is incredible to think how reliant on technology we have become.  When I first began teaching we were taking up students who brought cell phones to class.  Now, we have Bring Your Own Device programs where students are encouraged to complete work using their cell phones.

Instructional design and technology is a very proper term for the first chapter of the book.  The most recent AECT definition really puts a focus on the process of this field.  That really resonated with me because I know that the use of technology has been a process in my educational career.  It seems like every year I am integrating more technology into my lessons to help assist student learning.  Technology is now something that educators are expected to incorporate into their 21^st century classrooms.

2.     A lesson that I taught a few years ago was designed for young students to help them learn about mathematical sequencing.  I do not feel that the lesson utilized all six characteristics of instructional technology and design. There was not a goal-oriented form for students and there would not have been a very good self-correction format allowed for students. If I had the opportunity to re-do the lesson I would allow for a better student driven form of goals.  The reasoning for this would be to help a student to understand what they are trying to learn and how they can apply their learning in real world situations.  Students taking ownership of their learning also holds them responsible for their success.  It makes the process more of a team process instead of a teacher driven process.  In addition, I also would want a student to not be afraid of making a mistake.  Being able to learn from mistakes and taking risks is a lifelong skill I would want of all of my students to have. 

3.     I feel that instructional design and instructional media should generally be grouped together.  In order to deliver quality instructional media there is a need for proper instructional design that is usually created by a teacher.

I would consider teachers as instructional media because they are pivotal in presenting the instruction to the students.  The students’ learning is greatly affected by the teacher.  I feel that textbooks, chalkboards, and whiteboards should also be considered instructional media because they are tools that present instruction.  However, I do feel that these tools are being replaced through technology.  We will often use different apps on an iPad to simulate what used to be done on a whiteboard. 

         I feel it is imperative for instructional design to incorporate media into instruction.  Technology is prevalent in so many facets of our life that it would be doing our students a disservice if we did not reflect this in our teaching.  The goal of teaching is to help students achieve success and teachers should be willing to use any method possible to reach this goal. With today’s generation of students, this often means using technology to help facilitate learning.  Having said that, I do feel that textbooks and some older instructional tools have a place in today’s instructional design.  The more flexibility we have in our tools the greater possibility we have of reaching learners in a learning style that is most beneficial to them.