Definition Reflection
Of the definitions offered in this section, I identify most with AECT's latest definition, "Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological practices and resources." Basically to me, it’s using whatever you can get your hands on in the most effective way possible. However, my definition includes a few more points:
I feel it's also important to include the process aspect in any definition about educational technology, because just using an element of technology when teaching does not necessarily mean it is improving learning. The planning/process aspect helps ensure that the technology is enhancing the learning, and not getting in the way of it. I've seen teachers discover a cool, new tech gadget or resource, and haphazardly throw it in a lesson without adequate planning or thinking it all the way through. Unfortunately, the lesson often ends up bombing, and the technology ends up getting a bad wrap. I’ll spare you one of my dad’s favorite sayings that starts out “Prior planning prevents…poor performance,” but it holds true.
I also feel it’s important to remember that incorporating instructional technology into learning is always a "work in progress,” that can be tweaked and adjusted throughout the process as needed. Sometimes it almost seems as some teachers I work with shy away from incorporating technology for this very reason. If you are a teacher that uses the same lessons from the same file the same way every year, technology just doesn’t work that way. For one thing, the technology is always changing. Perhaps more importantly, your students have different needs that you as a teacher must adapt to so their individual needs are met, which brings me to…
I also like the idea that the emphasis should be placed on the learner. I've come across a few teachers that feel that if they use the online grade book or make a PowerPoint, they are effectively using technology in their classroom. Technically, yes, maybe, but the real goal of educational technology is on the kids’ learning. The focus has to be on how the technology is improving the learner's outcome.
Instructional Design Model (Adjusted)
The model is...
learner centered because it begins by determining what the individual learner already knows, and what the learner needs to learn; it is able to adjust throughout the lesson if needed, and ends by evaluating if the learner was successful
learner centered because it begins by determining what the individual learner already knows, and what the learner needs to learn; it is able to adjust throughout the lesson if needed, and ends by evaluating if the learner was successful
goal oriented b/c the goals are specified early and align with the TEKS for each grade and subject, then alighned with the assessment
meaningful performance b/c the learner is expected to be able to perform or apply the new knowledge, rather than regurgitate it; I might expect my 6th graders to create and submit a document using GoogleDocs rather than having them answer a worksheet with questions about GoogleDocs.
measure outcomes b/c the assessments are customized for the lesson, and align with state standards
empirical, iterative, self-correcting b/c the data collected from the effort is analyzed, with the idea that the teacher, too, can learn from the experience and teach it even better next time
team effort b/c it truly does take a village. To cover everything a lesson might need, it might require the teacher, the media specialist, and perhaps even personnel outside of the school, and 2 heads are better than one
Technology in the Future
I vividly remember the excitement in my classroom when my teacher would wheel in the film strip projector, and how everyone always wanted a turn to write on the overhead projector. Back then, these were tools that enhanced our instruction, just as the Internet, Web 2.0 resources and other current technology is used in today's classrooms. It's my opinion that future technology will continue to become more mobile, allowing 24/7 access to learning resources. As the technology (iPads, tablets) become smaller and more affordable, combined with the almost nonexistent textbook budget we face, I think (I hope) that textbooks will soon be in the form of ebooks.
Overall, I feel that technology is put to good use in the educational field. However, I think it is important to remember that that it is not a band aid or a fix for weak teachers or kids that are we behind. Yes, technology can aid in these situations, but I strongly feel that there is no substitute for good teaching.
In the K-12 setting, I think the use of educational technology has huge potential. When I think about all the possibilities that the Internet and today's technology opens up, it often makes me want to go back to teaching 4th grade. I feel that educational technology has different things to offer, depending on the age of the learner. Obviously, it would not be appropriate to stick a first grader in front of a computer and expect her to master everything required in the first grade TEKS. However, for her age level, technology could offer valuable skill reinforcement, or could expose first graders to people and sights they wouldn't ordinarily get the opportunity to see (I'm thinking along the lines of a virtual field trip.) The same ideas apply to the upper grades, however since the older students are more self-disciplined and mature, they are able to handle more independent learning without as much direct teacher interaction. For example, my district uses the Odyssey program for credit recovery and as a way to offer extra courses to high-achieving students. The instruction is computer based, but there is still a human teacher present. From my experience, not even all of the upperclassmen are good candidates for instruction that is 100% online or computer-based. There is a small percentage of the student population that can handle it, but I've observed that very few kids have the self-discipline required to be successful in solely online learning situations. I feel that using resources like this is a good supplement to a human teacher that knows what she is doing.
Honestly, when I began working on my degree, I had reservations about receiving my instruction without setting foot in a classroom. It sounded great….work on your own time, not have to travel, not have to worry about finding a babysitter each week… but I wasn’t sure it would be best for me. Ten years ago when I was in college the first time, online courses were just beginning to appear. I took a nutrition class online, and I got very little out of it. I’ll admit, I clicked through the pages and answered the quizzes with help from the Internet. (Now, obviously, I’m not 18, I’m paying for my schooling, and there is a lot more at stake than a nutrition class.) It’s true for almost anything, but you get out of the course what you put into it, but I think that doesn’t occur to a lot of younger students. Even as a 30-year-old student, it takes self-discipline to make myself sit down and read and take care of everything some days. I know when I was 18, this type of course probably wouldn’t have been best for me. As far as implications for continuing education students, I have decided that online courses are a good thing…for some students for some classes. I keep going back to the idea that there is no replacement for “real world experiences.” That said, I feel as long as there is still human interaction with the online courses (such as how we are using our blogs,) online instruction can still be effective.
In the K-12 setting, I think the use of educational technology has huge potential. When I think about all the possibilities that the Internet and today's technology opens up, it often makes me want to go back to teaching 4th grade. I feel that educational technology has different things to offer, depending on the age of the learner. Obviously, it would not be appropriate to stick a first grader in front of a computer and expect her to master everything required in the first grade TEKS. However, for her age level, technology could offer valuable skill reinforcement, or could expose first graders to people and sights they wouldn't ordinarily get the opportunity to see (I'm thinking along the lines of a virtual field trip.) The same ideas apply to the upper grades, however since the older students are more self-disciplined and mature, they are able to handle more independent learning without as much direct teacher interaction. For example, my district uses the Odyssey program for credit recovery and as a way to offer extra courses to high-achieving students. The instruction is computer based, but there is still a human teacher present. From my experience, not even all of the upperclassmen are good candidates for instruction that is 100% online or computer-based. There is a small percentage of the student population that can handle it, but I've observed that very few kids have the self-discipline required to be successful in solely online learning situations. I feel that using resources like this is a good supplement to a human teacher that knows what she is doing.
Honestly, when I began working on my degree, I had reservations about receiving my instruction without setting foot in a classroom. It sounded great….work on your own time, not have to travel, not have to worry about finding a babysitter each week… but I wasn’t sure it would be best for me. Ten years ago when I was in college the first time, online courses were just beginning to appear. I took a nutrition class online, and I got very little out of it. I’ll admit, I clicked through the pages and answered the quizzes with help from the Internet. (Now, obviously, I’m not 18, I’m paying for my schooling, and there is a lot more at stake than a nutrition class.) It’s true for almost anything, but you get out of the course what you put into it, but I think that doesn’t occur to a lot of younger students. Even as a 30-year-old student, it takes self-discipline to make myself sit down and read and take care of everything some days. I know when I was 18, this type of course probably wouldn’t have been best for me. As far as implications for continuing education students, I have decided that online courses are a good thing…for some students for some classes. I keep going back to the idea that there is no replacement for “real world experiences.” That said, I feel as long as there is still human interaction with the online courses (such as how we are using our blogs,) online instruction can still be effective.
I love using blogs. My first experience with a blog was when my daughter was born. With her health problems, I set up a blog to keep everyone posted on her progress and to share pictures. As chaotic as it was, I could not keep up with who I had given updates and pictures, and it was a big convenience to just send everyone to the blog. Building on that experience, I’ve used blogs in my classes for several years now. In my graphic design classes that I teach, I have my kids set them up as a sort of an online, electronic portfolio. For my other classes, I use blogs as a springboard for new topics, a way to check understanding, and a way to get to know my kids better. When I have 20-something kids in 48 minutes, it seems there is not enough time to converse with them as much as I would like, but if I give them a blog post as a warmup activity, I’ve found I get to learn more about what makes them tick. I also value the collaboration and communication opportunities blogs open up for my kids, much like we are using our blogs for this class.
