Section 1: Defining the Field

I have learned through previous courses that technology implementation was in progress as early as the 1950’s. However, I am amazed to learn that technology goes back as far as the 1910’s. The methods of instruction have certainly taken on many changes through these past decades. I must admit that many of those decades of changes I experienced first hand! As I reflect on the definitions of instructional design and how they have been redefined through the years, I see clearly that new definitions were necessary in order to adapt to new developments in teaching methods. Instructional design has transformed from a “seeing experience” to a “virtual experience.”

When it comes to terminology to describe this field, I personally prefer the term Educational Technology. In my opinion, Instructional Technology and Instructional design and technology sound teacher centered. These terms imply that a teacher – or someone – uses technology to instruct someone else. However; the term Educational Technology implies that while there may be a teacher, librarian, or other educator presenting or facilitating a lesson, there is the presence of a learner who is actively involved in obtaining and applying knowledge through the use of technology. Also, being a classroom teacher at this writing, I personally never cease to learn from others or from personal experiences. In my work environment, I do present concepts and model instruction, but I also offer opportunities for the students to “discover” information as they participate in group discussions, or as they use computers to locate and synthesize information. I find that I “discover” new information and skills along the way, too. In journal readings I see the progressive trend of using various electronic devices in the learning environment such as iPads, iPhones, and ebooks. I also find in these articles that students are learning independently much more in today’s classroom than the classroom of yesterday. I strongly believe that the learner needs a professional educator to expose them to these electronic devices, but I also believe that the learner should transition over to independency as soon as possible and take charge of new learning, with the professional educator close by to offer support when needed. Having said this, I redefine instructional design as follows:

Educational technology is the execution of best and ethical practices used to impart or acquire knowledge through technology applications that enhance those practices, and encourage active learning which results in enlightenment and independent application of new skills and knowledge. These practices will produce a life-long independent learner who is prepared to function productively in a global community.


It is interesting to me that we are studying instructional designs, because I just recently had this same conversation with my building principal in a meeting about C-scope. He gave handouts of two designs and we discussed the differences. One of the designs was more traditional, involving direct teaching, and would be a good guide to follow in teaching a particular skill to students. The other model was more inquiry/discovery based which would be effective for teaching a particular concept. I carefully studied the Dick & Carey design and I found it to be a strong, but also a broad guide for planning instruction. I compared the Dick & Carey model to the ones my principal gave me along with about three I found on the Internet. These three included the Backward Design by Wiggins & McTighe, the ASSURE Design by Heinich, Molenda, Russel, and Smaldino, and the Gerlach & Ely Design Model. (See Dick & Clark, Gerlach& Ely images above, and URL link for Backward Design posted below).

(click on images to enlarge)






http://www.arps.org/users/ms/coaches/backward%20design%20101.htm
(Backward Design)


It was difficult for me to see an area needing revision or omission in the Dick & Carey design. I thought I might take bits and pieces from the other models, add those to the Dick & Carey model and thus create a more perfected design. But after my efforts failed, I came to the following conclusion. I think the Dick & Carey model is the best model because one can take other parts from the other models and incorporate them into the D&C model. I find the D&C model to be so broad that I can add specifics to each area and still be following the model without changing it. I have also come to the conclusion, that how an educator approaches and presents a lesson depends on what the lesson is, and on the needs of the students who are participating in the lesson. So, I prefer the D&C model because it seems to be the most versatile design, and I think it would work well with the diversity of students we see in classrooms today.

The Dick & Carey model complies with all of the characteristics of instructional design:
Learner centered – The D&C centers on the learner because it provides assessment of the individual learner and his/her academic needs and learning styles.
Goal oriented – The D&C design addresses specific goals that the learner should achieve at the end of the project. These goals are written out at the beginning of the lesson so that both the instructor and the learner can keep them in focus as they progress through the project.
Meaningful performance – The D&C design allows the learner to not just “see” or “hear” but to actually “experience” or perform behaviors that are authentic and real.
Measured outcomes – The D&C model establishes the need for assessment instruments that are valid and reliable over passing of time and students. These assessments measure real behaviors that students will continue to perform within the global community.
Empirical, iterative, self-correcting instruction – The D&C design clearly makes room for the instructor to gather information on each student based on his/her performance during the project – from beginning to end. The instructor collects data that reveals what the student already knows, and what s/he needs to know. This data guides the instructor to precede one way or another in the instruction. This element allows for students to participate in active learning experiences, to hear repetition if needed, and to self-correct erroneous concepts.
Team effort – The D&C model supports the idea that student learning involves a team of experts to help in the project. The librarian, the community, and business persons can become partners in helping a student achieve a learning goal. This team effort is vital in producing a 21st century life-long learner.

The Dick & Carey model fits in my work environment because it provides a guide for planning instruction to meet all the educational needs of all individuals. Each of my students is very different in interests and backgrounds, so it is imperative to assess each student and provide differentiation in each learning project. It is equally important to have clear goals for the students to focus on so that they can better understand why they need to have the knowledge they will gain from the project. I have found that my students are much more involved in a lesson when they understand exactly what it is they are supposed to learn and why they need this information. As I have stated earlier and inferred in my definition, educational technology involves both the teacher and the learner, and many times they become one and the same = the teacher becomes the learner and the learner becomes the teacher. Education is a constant exchange of these two roles.


Based on what I’ve read about the history of technology in education, as well as what I know about technology innovations, I find electronic devices and tools to be very effective in instruction and learning. Teachers have interactive white boards to add zest to instructional practices, along with overhead projectors, and document cameras connected to Internet-connected computers. Students have access to Web 2.0 tools such as wikis, blogs, Skype, Google Earth, chat, Facebook, and numerous web sites that provide current and valid information. Technology has made it possible to bring unlimited resources into the hands of the instructor and learner. Futuristically, I see iPhones and iPads replacing textbooks as has already happened in some states. I also see more virtual learning taking place via telecommunications. I see educators using blogs and Facebook more in the classroom for global communication between students. I have used blogs on several occasions and I find them to be very effective tools for written expression, for exchange of ideas with others globally, and for imbedding hyper links and images to enhance presentation. It also provides a personal touch because the blog setup provides templates and features that the user may select to design the blog. In a public school classroom of any grade level, students could safely use a blog to demonstrate or reflect on something they learned, to express opinions/ideas, and to interact with the opinions and ideas of others following a code of ethics in the process.
As far as higher education and adult education, technology has become invaluable. Today, people can further, or continue, their education through online courses which are extremely convenient. Just a few short years ago, the added travel time and expense of gasoline prevented many from pursuing higher education degrees. But today, a majority of courses are offered online allowing more flexible scheduling for the user.
For the future, I foresee that there will be an increase in online course participation by under graduates as well as post graduates. I also foresee that more adults will learn technology skills by accessing online courses as well as tutorials available at various web sites. If one has access to an Internet-connected computer, there will be no limit to the amount of information, or to the technologies one can learn in order to keep up in this fast paced world.