The first three chapters of your book define the IDT (Instructional Design and Technology) field and provide a history of how it has evolved over time. In you blog for this week, reflect on the following:
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?
My opinion of educational technology came from being around social media and the internet in general. But tools like the promethium board has also came to mind as a way of educational technology because I have seen this tool being used in some classrooms and saw that this doesn't need the internet to be used. Today educational technology can be both good and bad that’s why I believe we should spend more time creating lesson plans which don’t involve the media. Evaluation of what is being learned and taught should also be taken into consideration to have the best over all out come for the teacher and the students.
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.
The first lesson I developed was in a daycare setting. The kids was responsible for remaking the story by pictures. I always used poster boards and power points because I feel it make it easier for the kids to understand the material easier in a visual setting. The kids had to develop their own meaning and pictures so it was student-oriented. The students knew exactly how and what they wanted to draw or create to remake the story so it was definitely goal orientated. I think the lesson was meaningful because it gave the students an opportunity to be creative and find other ways to explain or tell a story. The outcome can be measured in a reliable and valid way because the information and techniques learned from this lesson can be used in real life situations. The assignment is scored on a scale from 0 to 10 based off performance, effort and creativity. The lesson was team effort because after all the students are done with their drawing and/or PowerPoint all the students would trade and discuss how each other could make the assignment better.
3. 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?
I think textbooks and chalkboards should be considered types of instructional media. All media incorporates all types of lesson materials and communication. Most people would not include textbooks and chalkboards now days because of all the technology we have today. I think its best to decide what type of media fit best with the lesson.
