Section 1: Defining the IDT Field

1. 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?

I would define educational technology as the use and incorporation of technology in an educational setting for educational purposes. When reading Reiser's definition of educational technology (focus on systematic processes and the use of technological resources are both integral parts of the field) I felt that someway our definitions matched. As an educator I believe that our main focus should be to prepare our students for the world they will face when they complete school (workforce). The increasing use of technology in everyday life drives the need for technology to be introduced and incorporated in the classroom. Students should be able to gain hands on experience with technology in order to be successful as an adult in the workforce. This reading helped emphasize the importance of the incorporation of technological tools within instruction.

2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that 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 in the chapter. 

In my class students learn about the workforce and professionalism. I get the opportunity to teach the how to fill out job applications, create a resume', how to dress for a job interview etc. Which bring me to my favorite lesson that consists of the students being able to create a Powtoon (animated slideshow presentation) about the do's and don'ts for answering interview questions. I love this activity because it prepares the students for something that each of them will have the opportunity to participate in sometime in life despite the career path they may choose. I also realize they many adults hate/dread the interview process because they feel a sense of not being prepared of prepped for what may come of it. Below I have listed the six characteristics of instructional design with my thoughts on how my lesson met that particular characteristic.

1. Student Centered: The students are the drivers for this lesson. I give very limited instructions and allow free reign for creativity
2. Goal Oriented: The goal for the activity is for the students to produce 5 right ways and 5 wrong ways to answer particular interview questions.
3. Focuses on meaningful performance: Although the assignment is for a grade, students will be able to take these skills and apply them in real life situations.
4. Assumes outcomes can be measured in a reliable and valid way; Students were able to complete this activity based on the prior information/lessons given to them.
5. Empirical, interactive, and self correcting: Students were able to produce their own presentations with limited guidelines from the instructor.
6.Team Effort: Students were to work in pairs while teacher was considered a facilitator. 

3. In the 3^rd 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 as instructional media or not? Most importantly, is the purpose of instructional design to incorporate media into instruction?

I view teachers and the tools teachers use as an instructional medium. Reiser was right to exclude teachers, chalkboards, and textbooks from the the definition of instructional media. Teachers as well as their tools assist with the learning process but aren't needed in every lesson in order for a student to learn what is being taught. In order for learning to really take place I believe that the student should be able to take charge of their own learning with the teacher being a facilitator. Incorporation of media is necessary but is not required for the instructional design to be effective. Depending on the type of lesson and/or subject media is not always needed but, can act as a supplement for instruction. 


Till Next Time...

-Jaquelia