Defining the Field

Defining and Naming Our Field

I found that the history of how Instructional Technology came to be a field in its own right to have a logical progression. The definition changed right along with technological, as well as educational, advancements. As a teacher and a student, I found the AECT's most recent definition to most closely resemble my own. I agree with Reiser that the words 'facilitate learning' and 'improving performance' are very important. The modern day students needs to learn in a way they are comfortable with and that most resembles their own lives in order for the learning to be relevant and, thus, effective. 'Management' is also a term I believe will resonate with teachers. Many times teachers try to add so many technological resources they become burdened and struggle with managing resources properly. This can lead to the technology hindering the learning process instead of facilitating it. The author's definition focusing a little more on the data involved in instructional design. Research practice and the analysis of data is such an important aspect of instructional design, and I will now be adding this aspect to my personal definition. 

Characteristics of Instructional Design Models

In my student teaching in the Spring, I taught a beginner band classes. These classes consist of students on the same instrument learning the basics of their specific instruments and the foundations of playing that instrument together before the instruments join together the next year to perform as a band. During the beginning of the Spring semester, much focus is place on the learning of scales. Working with the saxophone class on their scales, I was able to adhere to most of the instructional design characteristics. The lessons were student-centered, goal-oriented, and focused on meaningful performance. The learning process was a team effort, up until it was time for assessment. It was the assessment portion of the instructional design that did not adhere to the six characteristics. Although, I did measure the outcome in a reliable and valid way, I failed to clearly and thoroughly communicate the criteria of measurement, therefore failing to made it reliable and valid in the eyes of the student. The data involved with how the 21st Century student learns tells us that today's student need to be fully aware of criteria of evaluation in order to learn best, and that this information should be clear and visible to them. When I received feedback from the students at the conclusion of my student teaching, I was thrilled to find out that the students appreciated and enjoyed the manner in which I taught scales. I was disappointed to realize what a negative impact the scale assessments had on the learning process. Knowing this, I wish I would have utilized a program like SmartMusic. It records the students so that they can hear their sound, which is a great way for them to become critical listeners and involved in their own learning. The program allows for them to record their playing, until they are happy with the result. In addition to becoming critical listeners and more involved in their own learning, I am convinced that this would have increased practice time as well!

A History of Instructional Design and Technology

In his chapter on the history of instructional design in technology, Reiser states that, historically speaking, most of the practices related to instructional media  have occurred independent of developments associated with instructional design. Therefore, he presents the two histories separately. Having started school in 1987, I am a part of a generation who grew up without a PC, internet, or cell phone.I remember media being introduced to me in an educational manner in the fourth grade, watching films for science class. In sixth grade, we visited a computer lab weekly where we learned to type and played Oregon Trail. It has only been recently where I feel instructional design and instructional media have become synonymous, and I believe that can be attributed to the fact that learning is all about communication and facilitation. In our lives outside the classroom, we equate communication and facilitation with technology, and we should in the classroom. This does not mean, however, that the purpose of instructional design is to incorporate media into instruction. The purpose of instructional design is to find the best ways to facilitate learning. It just so happens that in our world today, this means we need to incorporate technology to be effective, relevant, and competitive.