Week One Reflections: Defining the IDT Field

Hello everyone! Since this is my first time actually blogging, I hope all goes well. I have read blogs before, and they seem to be easy going and informal. So here it goes!

After reading the first 3 chapters, I learned a lot of information. I had no idea there were so many different definitions for Instructional Technology! After reflecting on my reading, I realize that it is a really broad field and that is why I think there has been so much discussion on one definition. 

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?

My definition of instructional/educational technology is different from the definitions in the first chapter because I always thought that it was the media, apps, or software used in the learning process. My original definition is close to the first definition from the early 1900's where instructional technology was the physical way that instruction is presented which was mainly dealing with media (Reiser & Dempsey, 2012). 

My own educational experiences have helped shaped my definition of instructional technology. When technology really started to grow there was a big push for it in schools, and I can remember my teachers trying to get familiar with the technology and as students we were also trying to learn how to use it. It was always how to present information using technology. Since I have become a teacher that has also shaped my definition about instructional technology. The big thing I have been told from the beginning is use technology as much as possible. I felt a little uncomfortable with that because I'm not very tech savvy, but I did have to learn quickly how to use it in my classroom with my students. At first I found myself just using technology to use it, and sometimes there wasn't a clear purpose for it. I didn't like that feeling because the learning was not as deep as I know it could have been for my students. After reading on the different definitions and reflecting on how I viewed technology, I have to agree that my definition has changed. Instructional technology is a complex field that has many components. You could go crazy trying to come up with a short and sweet way to sum it up. For me the overall definition for instructional technology does fit with the book's definition which is 

"The field of instructional design and technology encompasses analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace" (Reiser & Dempsey, 2012, p. 5).

I think the book's definition is a great one because it includes a lot of the 21st century skills that students need in today's world. I think it is really important to recognize that our world is constantly changing and so is the instructional technology field. 

Next, think of a lesson or unit of instruction that you have developed. How does your 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 definitely comes to mind after reading this question. I was teaching my first graders a unit on the four seasons. My students had completed various lessons, and I decided to wrap up the unit with a project so students could demonstrate what they learned about seasons. My students were going to create a diorama of their favorite season. Inside their diorama they were going to find a way to display themselves dressed in that particular season and performing an activity that was appropriate for that season. They were also to include the weather for that season in their diorama. My students thoroughly enjoyed this project, and I felt that it had many of the 6 characteristics of instructional design from the book. It was definitely student centered and goal oriented. It was focused on meaningful performance and I could assess their project using a rubric. The project was also self-correcting because the students had a partner they could go to for assistance if they felt they needed it. The only part that was really missing was the team effort. I had students do this independently. I think about it now and realize that working in a team would have really made this a stronger project for students. The skills they use when working in teams collaborating and problem-solving is huge. 

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?

 Reiser excluded teachers chalkboards, and textbooks from the definition of instructional media because he said that in most discussions the 3 have been considered separate from media so he had to separate them to explain the history (Reiser & Dempsey, 2012, p. 17). I do consider teachers, chalkboards, and textbooks instructional media because it is the physical way instruction is presented. I think that each of those is an important physical way to present instruction. I do not think the purpose of instructional design is to incorporate media into instruction. I think that since the 1990s technology has proven to be a big aspect in learning and it is being used often in instructional design. In my opinion, media doesn't have to be present, but I think that it will be hard to find instruction without it in today's world.