Model of Instructional Technology Stuti Garg EDIT 6100 Introduction to Instructional Technology Spring 2007 Instructor: Dr. Michael Law

Instructional Technology Instruction + Technology = Knowledge Instructional Technology is a discipline that uses media and technology in all aspects of learning and teaching with an objective to generate, increase and maintain a productive learning experience.

Instructional Technology can be applied in the following areas: Corporate World K-12 education system Application of Instructional Technology

Difference between Educational Technology and Instructional Technology Educational technology is comprised of knowledge about curriculum, counseling, administration, and evaluation as well as instruction. ( Beauchamp,1968) The primary difference is that educational technology is concerned primarily with what to teach and instructional technology is concerned with how to teach it.

Instructional Design’s position in the education matrix Education InstructionCurriculumCounselingAdministrationEvaluation DesignDevelopmentImplementationManagementEvaluation Reigeluth (1983)

Instructional Design Instructional design, is the analysis of learning needs and systematic development of instruction. Instructional design models usually identify a method (analyze, design, development, evaluation, implementation) that if followed will facilitate the transfer of knowledge, skills and attitude to the learner or acquirer of the instruction = Instructional Design Analyze Design & Development Evaluation Implementation

Instructional Design as an input for other disciplines in instruction Instructional design Instructional Development Instructional Implementation Instructional management Instructional evaluation Prescribes methods as a part of Prescribes procedures for Identifies and remedies weaknesses as a part of Reigeluth (1983)

Other disciplines as inputs for instructional design Instructional Development Instructional Implementation Instructional management Instructional design Provides cost effectiveness info for Provides info on constraints and cost effectiveness for Provides cost effectiveness info for Reigeluth (1983)

Components of Instructional Technology Instructional Technology Client Teachers/Subject Matter Experts Programmers Graphic Designers Learners Instructional Technology is Collaborative

Instructional Media While considering the use of media in instruction we should keep in mind that allowing innovative, flashy technologies in choosing the Instructional Strategies the potential for instructional methods tend to become poor and less productive. For me personally, choosing media in the field of instructional technology can be summarized by a quote from the readings on the Great Debate in Media. According to Shrock... “Read the fine print, but don’t lose sight of the big picture.”

Promises of Instructional Technology Teachers will be to devote more time to students, diagnosing their learning problems, developing appropriate learning strategies for them and monitoring effects of instruction. Technology is also used as a way of multimedia delivery. An effective asynchronous way of communication between students and teachers. Students ability to actively participate in the learning process, receive immediate reinforcement about performance Ability to simulate critical thinking and reflection, facilitates collaborative and cooperative thinking.

Pitfalls of Instructional Technology Lack of professional development of teachers. Many schools are ready to use the new technology but faculty development is not available. Teachers use technology to communicate instead of integrating it with the curriculum. Students use the cut and paste choice in word processing program to write essays or research material without thinking them through. Availability of presentation slides before the class affects attendance mainly if the slides are detailed. Students are not able to answer open ended questions and their ability to brainstorm with fluency and originality is diminishing.

Challenges/Problems of Instructional Technology  How can schools afford to purchase adequate multimedia capable, Internet connected computers so that a classroom machine is always accessible for every two to three students?  How can schools afford enough computers and telecommunications to sustain new models of teaching and learning?  How can educators be convinced to adopt new technology based models of teaching and learning?

Dr. Reeves mentioned that a lot of research conducted by instructional technologies are in the quadrant 4, neither seeking fundamental understanding nor considering usage. Problems in Instructional Technology Research

Major misunderstandings exist among instructional technologists about the differences between basic and applied research. The quality of published research in the field of instructional technology is generally poor. Syntheses of instructional technology research, such as literature reviews and meta-analyses, provide practitioners with insufficient or confusing guidance.

Research in IT- My Perspective I agree with Dr. Richard Clarks comments that “It is only by deliberately thinking through the most basic questions related to our profession that we will advance.” In my eyes with the current advancement of technology in general, one has no choice but to research new ways to integrate the advancements in our field. I feel that with the constant improvement of technology, IT can reach high standards. There is a thrust towards the development of research that I think is going to help change education forever. I agree with Dr Reeves view from his paper on “Alternatives to media comparison, design experiments”(2000) that a progression toward developmental research in this field is necessary for further advancement.

Reflection learning environments. Instructional Technology is a strategy used to create successful learning environments. Learners not only learn from “from” or “with” media and technologies but “through” media and technologies. Internet is able to “connect” learners to proper information, resources, more knowledgeable others so that certain learning can occur while the technology itself does not provide the lesson. It did not take me long to understand that there are challenges that I must face in becoming an instructional technologist who has literally no experience or academic background in education. However, I do hope to develop “craftsmanship” in instructional technology in the coming years and that my skills and knowledge in technology will accelerate my transformation as an instructional technologist.

Learning Opportunities - My focus Learn how to use technology to enhance the learning experience in K-6. Research the impact of technology on educational systems in schools.