Week 7: New Directions in Instructional Design and Technology

This section has been very interesting.  We have been exploring different directions technology can develop into in our field.  I found this particularly interesting in my new position as an elementary level library.  I am always reluctant to use too much technology with the K-2 students and limited technology with 3rd graders. Unfortunately, I normally underestimate the students when it comes to technology.   It was interesting to think about how these four types of technologies can be implemented in the elementary setting.

Distributed or E-Learning Environments
Our text defines distributed learning as "distance learning", "eLearning" or "online learning".  Distance learning is individual, guided learning that is "separated in space and time from the instructor and peers" (290).  eLearning is defined as "a combination of content and instructional methods delivered by media elements such as words and graphics on a computer" (Clark and Mayer 311).  Online learning is learning in which the learner is "limited to Internet-based learning technologies" (290).  Though I don't see distributed learning working well with students in the elementary setting, I do believe there is a place for distributed learning for the teachers in my setting.  In order for students to be successful with distributed learning, there has to be a certain level of determination, self-discipline, technological skill and responsibility.  Students at the elementary level have not developed the characteristics necessary to be successful in distributed learning.  Distance learning would work more appropriately at the high school setting with students who are more self-directed and require less guidance.

Distributed learning would work well with the teachers in the elementary setting.  Teachers could be given trainings or new tools through distributed learning.  Formal trainings could be held less frequently if teachers were given mini-trainings through distributed learning.  For example, if a grade level needs information on how to teach poetic elements, a podcast or power point could be created and distributed to teachers.  Teachers could learn the necessary information in their free time and have the lesson to review again when necessary.  A brief quiz or review can be turned in to administrators to ensure that teachers have completed their trainings. Distributed learning could become an extremely valuable tool for teachers and administrators.


Reusable Design or Learning Objectives
Our text defines reusability as "the ability to use the same resource multiple times in multiple ways and in multiple contexts" (302).    In this way, reusable design is a database of resources that can be pulled from and used frequently and for different reasons. Reusable design would definitely be an asset in the elementary setting.  Teachers or instructional specialists could create databases of items such as graphic organizers or templates for use in class. 

With a database of graphic organizers, any campus teacher could review the database and choose the appropriate graphic organizer for any lesson they are planning.  This would reduce planning time greatly since the graphics would be available at the touch of a button, rather than having to search the internet or books for the graphic organizer that fits the lesson.  A database of many varied templates would also be valuable for teachers.  Lesson plan templates would make lesson creation uniform and fast.  Campuses with a lesson plan template allow for quick and easy lesson creation.  In addition, teachers know what information is required on a lesson by reviewing the template.  Collections of math formulas, maps, pictures/graphics, graphs, charts (really the possibilities are limited by the imagination) would help teachers by making necessary information easily accessible.

I have already begun creating reusable databases of lessons, activities and graphic organizers for my campus.  Some teachers are beginning to search through these databases for items that suit their lessons but others are reluctant to abandon their well-worn blackline masters.  Making my campus more "reusable" friendly is a process that will take time to take root.   

 

Rich Media
Rich media is already used in many school environments for teachers and students.  Rich media is defined as "learning products that incorporate high-end media such as video, animation, sound, and simulation" (312).  Rich media is already used in the elementary setting.  Teachers are used to rich media in some training simulations.  In my district, some of the trainings that teachers used to complete by going to a training session (either in house or at district headquarters) are now completed through simulations via video training with simulations and quizzes at the end.  Students also use rich media as they complete online lessons. At my campus, students use iStation frequently.  Being from a middle school background, I had never seen this before.  iStation is a series of lessons.  Children are tested online on a wealth of topics.  They are evaluated for understanding of each concept and areas of weakness are pinpointed.  Students must then complete the lessons for concepts they are found to be weak in.  However, iStation offers a little twist.  The lessons and simulations are created in the form of fun videos, songs and games.  Kids working on iStation often think they are playing a video game.  They love it! 

Rich media has much to offer learning environments.  The majority of students love watching videos and playing games.  Campuses that incorporate more rich media can increase student and teacher excitement in learning while the students (of all ages) are still learning.  Finding new, innovative rich media lessons and activities can create excitement in learning.  This does not mean that all lessons should be rich media lessons; however, rich media can greatly enhance and supplement teachers' lessons or provide much needed review, reteach and practice.

I teach the dyslexia intervention classes at my campus.  I use a program to help my students overcome dyslexia.  I can definitely see incorporating simulations that will support my lessons and enrich the learning that my students experience.  Since the program I use is extremely structured, I will have to be very careful of the rich media I choose to incorporate.  It will have to follow very strict guidelines and meet certain criteria per lesson.  Even so, I do feel it is worth the time to search for simulations to suit my students' needs. 


Emerging Instructional Technologies 
Our text discusses three emerging technologies that may make a huge impact on education in the future: (1) the proliferation of object-oriented distributed learning environments, (2) the use of artificial intelligence applications, (3) the expanded effect of cognitive science and neuroscience.  Though I am having trouble thinking of ways these emerging instructional technologies can effectively be incorporated into education, I was interested by the idea of brain mapping.  Brain mapping is described as the process of monitoring brain activity in order to measure brain activity and discover pathways being activated during learning.  If brain mapping could somehow be used for at-risk students (students labeled special education, struggling students, etc), teachers would have a much better picture of how to help these students.  Interventions could be created to address the specific issues the students are actually experiencing as they attempt to learn.  With brain mapping, the students' true educational issues could be addressed by teachers.  If educators could somehow harness this brain mapping tool, students could not only be taught the curriculum but they would be given tools to become life-long learners. 

Week 6: Getting an IDT Position and Succeeding at It

Wow! This week really made me think about where I am and where I would like to go.  It was also a week where I realized just how blessed I am because I am exactly where I want to be right now!

I am currently employed as an elementary librarian.  I never really thought I would work in an elementary setting, but I was offered the job and I absolutely love it!  Prior to this, I worked in a middle school for 10 years, so the elementary setting has provided a bit of culture shock in my life.  I am enrolled in the Masters of Library Science program.  I entered this program with dreams of being a librarian.  I have dreamed of working in a library since I was a child, only the setting of that dream has changed.  When I graduate, I expect job security.  Right now, I am working in a library with an emergency certification.  This is stressful because my job is not completely secure until I graduate and obtain my certification.  I am working with the understanding that if I do not graduate in a certain period of time and pass the certification test, I could possibly be back in the classroom.  I absolutely LOVE my job, so I am working hard and determined to complete all of the requirements in time.

I completed the matrix and was, once again, pleasantly surprised.  According to the WorkMatrix, I am interested in staying in the first level of service.  I love teaching the children, and the first level of service allows me to be with the kids.  The features of work that I find important aren't listed in the matrix.  Yes, geographic location is important and having money is great.  But my love is in teaching.  I love seeing kids enjoying literature.  I love it when I see a child's eyes grow bright when they have discovered a story they can't get enough of.  I want to take kids who don't like reading and help them become lovers of literature.  Unfortunately, these features were not in the matrix. Though I do enjoy designing/developing instruction for the kids, I have no desire to become a trainer of teachers or adults.  I think I can make more of an impact on younger students. I want remain in the educational sector.  Perhaps one day, when my kiddos are grown and out of school I will think about moving on to a public library, but for now, I am blissfully happy in my elementary library.
 
Based on my desire to be in a public school library working with students, there are many skills that I need.  I must, first and foremost, learn how to build a collection that is age appropriate for kids while honoring and including the diverse groups in my community.  I need to know how to week a collection for irrelevant or outdated materials.  I must learn how to correctly classify the books in my collection.  I also need keep abreast of the newest technological resources.  Because I am in the public school setting, I have to do all of the library work while addressing the state requirements and teachers' needs.  I have learned much of this information from my LIS program.  State and teacher requirements I have obtained from the Texas Education Agency (TEA) and my campus.  Some electives that might be helpful to me would be courses in children's literature, technology and writing.

There are many professional organizations that would be valuable to join.  The organizations that would be most beneficial for a librarian to belong to  would be the American Library Association (ALA), the International Reading Association (IRA), and the Texas Library Association (TxLA).  These organizations are extremely valuable to librarians.  They do offer publications to members such as the School Library Journal.  Current library issues are discussed and book reviews are given.  I feel that these organizations would be extremely worthwhile to join; however, joining can be costly. 

Week 5: Trends and Issues in Various Settings

This week's study focused on the issues that various educational settings struggle to fix.  Every educational setting seems to have a few problems that must be fixed.  The questions are what are these problems and how do we fix them?

P-12
I am currently in the P-12 setting.  My years as an educator have always been spent working in this setting.  One issue I have seen in the P-12 setting is the "need ...for policy makers on state and national levels to realize the need for and nature of ecological systemic transformation of school districts" (218).  Policy makers must realize that districts need change, an overhaul if you will.  Teachers need more training, higher pay, more support and fewer demands.  Teachers are being pulled in hundreds of directions all at once and it is difficult to keep up with the pace and demands of teaching these days. However, an overhaul will not work if it is not sustained.  Districts must find the funds to sustain improvements.   We cannot make changes for one year, then drop them because we are not sure if they work or think we find another quick fix.   Frequently, public school teachers are subjected to changes in the district.  We go along for the ride, waiting to see how these changes will help.  Then, without fail, we hear there is a new change, a new way of thinking or doing things that is a complete game changer.  Once again, we learn a new way and just wait around for the next change.  Districts would benefit from implementing change they believe in and sticking with it for a few years to see what will come of it.  This requires funding, belief that your system will work and improve conditions, and a commitment to the future.


Military
I found one issue that the military has very relevant to education.  The issue of how to best utilize money for training was incredibly relevant to me.  How often do educators attend a training and walk out saying, "I knew that."; "I can't use that."; or "Give me something I can use."  I don't claim to be Miss Master Educator, but I have often attended trainings where it seems like the trainer doesn't know what they are talking about, didn't prepare for the training and has nothing to offer those who took the time to attend.  More often than not, I leave trainings unfulfilled and frustrated, and I know I am not the only person who leaves feeling that way.  The military has the same problem.  Training costs money.  No one attempts to intentionally waste money on a bad training, but how does a planner really know what they are spending the money on?  How can a person planning a training really be sure that the training will be relevant and valuable.  There are many valuable trainings out there that would benefit educators greatly.  How can planners be sure the wonderful training will be implemented in a way that the staff will respond well and buy into it?  Lectures don't work with teachers.  Educators can often be horrible students during trainings. Money doesn't grow on trees, so we need to find a way to make the best use of it during trainings.  If teachers felt that they were learning something they could use, something of value then the money would be well spent. 


Health Care
One issue in the world of health care that I found particularly interesting was how to build trust and address the needs of patients.  Health care is unique because the health professional must quickly build rapport with a patient.  Patients have to trust and feel comfortable with the health professionals they go to for help.  We do not frequent doctors and nurses that we don't like or feel comfortable around.  Instead, we leave there thinking "I'm not doing that again."  Isn't the world of education the same?  Teachers must quickly build rapport with students and parents.  People entrust their precious kiddos to us daily.  We spend more hours in the day with others' children than with our own!  It is vital that students and parents feel comfortable with educators.  Education does not work if children and parents fight us throughout the process.  If teachers can build trust with students and parents, then kids will know they are in a comfortable, safe environment and feel free to learn and grow.  I have had many students in my classroom that did not trust their teachers.  They had too many bad experiences, too many uncomfortable learning environments that taught them one lesson: you are not good enough.  Many of these kids have passed through my classroom, and it is so difficult to repair the damage done by the past.  However, if educators take time to build trust, they can then more easily address the needs of the students.  It takes time to get to know our students and create meaningful relationships with them, but it is invaluable and can mean the difference between a kid who flourishes in their education or wilts because of their educational experiences.  


Higher Education
 One issue of particular importance in higher education was that of lecturing. Jacquie McDonald stated, "the majority of faculty members in higher education have not had opportunities to participate in formal training in teaching methods.  They teach the way they were taught: lecture.  This is not the most exciting way to keep students' attention (yawn)" (227).  McDonald is addressing a higher education setting.  If lecture is boring in higher education and adults have trouble learning in this setting, how must our public school kids feel?

Lectures are boring.  Educators need to realize that we are teaching a new generation of kids.  This group of children live in a time that is different than all other generations.  They have never known a time without computers, the internet, cell phones, gaming systems and instant information.  They don't remember rotary phones or typewriters. How do we expect them to learn in the same way we did? 
As I've mentioned in previous posts, I worked in a school that was all about technology and active learning environments.  Our school was at the top of innovation and technology.  Our test scores were great.  I have recently moved to a new campus.  Though I love my new campus, technology and active learning are fairly new concepts.  I am unfortunately a part of the leadership team, which means I go on walk-throughs every now and then.  I don't feel that I should judge any other educator.  I don't feel I am better than anyone on my campus, but I do see classrooms that still rely primarily on lecture.   This generation of kids learns best when they can be active and when teachers use a language they are native to.  They are technology natives; they need different styles than we are used to.  It is time to try new things, learn new ways of teaching and not be afraid when walk-throughs happen.  It is time for educators to create environments that kids can explore in and build their knowledge as we lead the way. 

World
Kids are not the only students who need active learning environments and hands-on scenarios.  Our world chapter discusses improving teacher performance with hands-on learning.  Kids benefit from hands-on learning, and adults do too.  Most teachers seek degrees in education and complete hours in student teaching.  Student teaching hours can often be spent observing a seasoned educator teaching kids.  It is a modern day apprenticeship in which a teacher takes the student under their wing and allows them to watch and learn.  Toward the end of the training, student teachers may take over a lesson or two to show what they have learned.  Novice and seasoned teachers would also benefit from seeing themselves in action, analyzing their own teaching skills, creating new ways they are comfortable teaching and putting these new skills into practice.  Our text suggests that this can be accomplished in a controlled setting with video feedback.  So it is not only students that need hands-on, active learning environments to learn effectively, but teachers will also benefit from such educational experiences.  I have to agree.  I knew someone who obtained a teaching degree and did their time in student teaching.  Yet, when they finally entered the classroom they proved a somewhat ineffective teacher.  Teaching was difficult for them, and the students were visibly bored.  Though this person went through the process of getting that degree, they were ill-prepared for the classroom and struggled with teaching style. How valuable would the process of viewing their own teaching style, creating and implementing a new teaching plan have been for this person?  I will say, this teacher is passionate about teaching and loves the students.  They realized that something was not quite right and sought help from other professionals in order to improve.  However, how many teachers take the time to recognize an error or problem and seek a solution on their own?  With the process of video feedback and correction in place, educators would be able to correct problems before they got out of hand.
 

Week 4: Human Performance Technology

I am a fairly new librarian at an older campus located in the middle of an older, low-income community.  I have inherited many interesting issues that I never really had to even think about in my "former life".  One of the major issues I am currently facing in my campus and community is a resistance to technology.  Teachers do not keep their websites updated.  Technology is not normally used in daily classroom instruction.  Teachers, parents and students do not use the internet for information. My district also has an online, real-time gradebook program in which parents can view their children's grades.  A very small group of parents actually use this program to stay informed about their children's grades.  Though there are so many uses for technology and ways that teachers can incorporate free technology into daily classwork, there is resistance to utilizing technology at my campus. At my campus, technology is not used to it's full potential.

There are a few non-traditional, non-instructional solutions to this resistance to technology.  Initial introductory training can be conducted in order to begin acclimating teachers to new applications and uses of technology.  Teachers can learn quick, easy ways to incorporate technology into daily instruction.  Simple instruction on how to create and update teacher websites may also be helpful.  Instructional videos can be used to show the community how to use varied internet applications.  One example of a brief, instructional video I made for my campus can be viewed at Using the SISD Library Website .  Incentive programs can increase interest in technology.  Classes with the highest amount of technology use or most visits to a course website may win various prizes.  Parents who sign up for the online gradebook program can be given a small school related prize (a school pen, bumper sticker, etc).  Teachers can mentor each other.  Technology savvy teachers can mentor those teachers that are less knowledgeable or comfortable with technology.  Websites can be viewed regularly in order to ensure that updates are made and teachers who update frequently can be rewarded.  

The definition of Electronic Performance Support Systems (EPSS) has gone through many changes.  Dictionary.com defines EPSS as "a system that provides task guidance and support to the user at the moment of need". 

Guidance and support can be found in many forms: tutorials, videos, trainings, etc.  Because technology is always evolving, EPSS must also be dynamic.  EPSS is vital to meeting the needs of the user as the needs arise. In the image below, one can see just one representation of the fluidity of EPSS and the many factors that can provide the guidance and support necessary. 

 If an EPSS were in place, teachers would not only get training on utilizing technology properly, they would also have guided practice and close monitoring to fill any knowledge gaps and build skills that are lacking.  In other words, a training would not be the only thing offered to aid teachers in building their knowledge base.  Support would continue even after the training so that teachers could become fluent in some technological uses (perhaps a few technologies would be required and monitored so as not to overwhelm the teachers). 

I have recently been able to provide technology trainings for parents at my campus.  The courses began with just a few parents; however, attendance has steadily grown and many parents are on a waiting list of the next set of courses to begin.  EPSS has been a part of these courses.  Parents are being trained, given homework and mentored through the many different technologies they are using.  These parents are learning skills that will greatly benefit them.  They are being walked through the process of learning technologies and given support and guidance during and after every class.

Some information would help me overcome the rejection of technology in my school community.  Teachers could be evaluated for knowledge and comfort level of technology.  Many adults do not know about free applications that can make life much easier.  Often teachers are insecure about their technology skills and that can deter use.  The ever changing nature of technology can be intimidating to teachers who do not have an abundance of time to learn new applications and keep up with any changes in technology.  It can be very difficult to stay updated on technology and new applications with little-to-no free time and very little training.

Discovering more information about the parents in our school community would also be vital.  My campus is located in an extremely low income area.  How many homes have a computer with internet access?  Do parents and students have access to computers and the internet outside of the campus walls?   It would also be wise to discover education levels of the parents in the community.  The majority of the parents in my school community are recent Spanish-speaking immigrants with less than a high school education.  Learning how much the parents know will help me create the appropriate courses to introduce and build a base of knowledge for the parents.  This information would be easy enough to collect through a simple survey or during a parent night.

I have not participated in too many informal learning experiences during my short time in my current position.  However, the most valuable time I spent in informal learning occurred while waiting for my new position.  Before I was hired in February, I began volunteering in the library at my former campus.  I was working on my LIS degree and wanted some real world knowledge of the library.  The campus librarian allowed me to shadow her, gave me real world, on-the-spot training in the daily workings of the library and gave me jobs to complete under supervision that built my knowledge of the library. This was not formal training.  I did not sit down and hear a lecture or take a course.  I was working side-by-side with my friend, helping her as she helped me.  It was rewarding and fun and truly prepared me for the job I would soon be offered. 

I do believe that this informal training experience I had with a librarian can be duplicated.  When my aide was hired, I walked her through the many skills needed to successfully run a library on a daily basis.  I have tried to conduct these small, informal trainings for all the important skills used in my library. 

My district has created a series of trainings for new librarians and library aides that also replicate these experiences.  Though I was never offered any of these trainings (I'm not really sure why), I have heard that they are valuable experiences.  My district has also created a series of online tutorials that are easily accessible and can quickly train a librarian or aide in any subject needed when the information is necessary.  I have used a few of these tutorials and found them to be very helpful in a short time.  Though I did find the tutorials beneficial, I do believe I learned more by working closely with the librarian at my former campus.  For me, working side-by-side with the librarian was more valuable than the tutorials.  I learned the information quickly and did not have to be retrained later.   I think this informal training I had with the librarian should be recreated for all new librarians entering the library for the first time.

Week 3: Evaluation Methods

1. Two more evaluation methods are the Goal-Free Evaluation Model and the Countenance Model.  The Goal-Free Evaluation Model was created by Michael Scriven.  This model investigates what a program is actually doing rather than what a program is intended to do.  In other words, intent is less important than the actual experience within the classroom.  The Countenance Model was created by Robert Stakes in 1967.  Though this model is older, it is still currently in use.  This evaluation model includes four separate components: checklists, peer evaluation, controlled comparisons, and standardized tests.  Though we may see fewer checklists now, there are still many campuses that require peer evaluations (in the form of walk-throughs or instructional rounds), and comparisons of lessons and scores.  Evaluators also take standardized test scores into account when evaluating teachers as well.

2.  There are so many ways to evaluate educators and educational programs.  Every evaluator is a little different from the rest.  Though there are many evaluation tools, I do think that a few more questions would be important to answer when evaluating educators.  One evaluation question that may prove valuable is how much growth has a student or group of students experienced in from year to year?  Evaluators could compare a child's scores from core curriculum by looking at baseline scores from the previous year to the current year.  By measuring student success, educators might have a clearer of student achievement.  Student motivation should also be taken into account during an evaluation.  Student motivation is a key component to successful learning.  One final component that would be valuable to evaluate would be to evaluate the students' real-world learning. In this era of NCLB, many teachers find themselves pushed to teach to the test in order to improve standardized test scores.  Local and state evaluators depend on test scores in order to measure the success of teachers and students.  In this standardized test dependent time, real-world learning seems to have taken a backseat to higher test scores.  Finding some way to measure and evaluate real-world, life-long learning that will be with students throughout their educational careers and beyond would be incredibly valuable information.

3. Situational Leadership combines leadership and management skills using three key principles:

• the amount of guidance and direction a leader gives
• the amount of socio-emotional support a leader provides
• the readiness level followers exhibit in performing a specific task, function, or objective.

If I were in a leadership position to create a series of professional development sessions on a strict budget, I would begin by budgeting the sessions.  With a strict budget that allows use of limited resources, it may also be prudent to find ways to supply professional development using in-house experts.  If there are employees on campus that are particularly good in one area, they can be used as an expert to provide the training.  Scarce resources may also force the planner to be more creative when planning.  A leader may try to join in with another campus's professional development session.  The cost of the session can be shared between campuses and a quality session may be scheduled for a substantially lower rate.

Asking teachers for their opinion on professional development topics will help teachers buy-in to the sessions. When a teacher is forced to go to a training they have no interest in, they will put their new information on a shelf somewhere and never use it.  However, teachers who are asked for their opinion and feel they were valued and heard will value the new information they acquire.  Maintaining a great attitude when dealing with all people involved will also help make everyone feel valued.  Hear everyone out (especially in this time when teachers feel underpaid and undervalued) so that everyone feels that they are important and essential in the process.  People will be open and willing to learn when they feel valued. 

Week 2: Theories and Models of Learning and Instruction

1. Our text defines epistemology as "the branch of philosophy concerned with the nature of knowledge and understanding--their foundations, assumptions and validity" (54). It seems to encompass how we learn.   Instructional methods are the actions we take in order to help students learn which can be based on epistemology.  Epistemology shapes how teachers craft lessons and form the basis of how we attempt to teach students.  Theories, methods and models of learning are all the ways we teach.  They are the steps we take in order to convey information and aid the students in understanding.

2.  Contextualist epistemology is the idea that "whether one knows is somehow relative to context" (http://www.iep.utm.edu/contextu/).  In other words, acquiring knowledge is based on the context in which it is learned. This is the idea that students can more easily learn information when in context.  

Relativism is the belief that "reality is not directly knowable, and can only be inferred or assigned by convention of consensus" (55).  In other words, anyone can ascribe meaning to objects and there is no right or wrong meaning or theory.  Right and wrong are not written in stone to relativists.  In relativism, knowledge is constructed by the learner and truth is contextual  Positivism is the belief that "learning is mediated relationships among external stimuli, overt responses, and reinforcement principles".  In this way, learning is dependent upon the relationships between the stimuli involved in the learning process.  Positivists believe that knowledge exists independent of the learner and there is an absolute truth.  These two theories differ from contextualism.  Acquiring information through contextualist epistemology occurs in context.  In relativism and positivism, context is not essential. In positivism, context is a part of learning, but other stimuli is also important.  Responses to stimuli and the way it is reinforced is important in positivism.

Social constructivism is the process of constructing knowledge in groups.  Groups help each other construct knowledge.  Behaviorism was a process defined by B. F. Skinner in which learning can be understood based on the learner's behavior.  Learners can be observed in order to understand knowledge acquisition and what must be done in order to teach the child.  With Skinner's behaviorism, learning is not contingent upon a group.  It can be done outside of a group.

3.  Behaviorist problem solving includes not only observation and monitoring of the student as they attempt to solve a problem, it also includes feedback.  Feedback can be positive or negative in nature.  A child who has a correct answer to a problem will be rewarded by a teacher with a positive reaction, such as a smile from a teacher or a verbal positive reinforcement.  This is thought to encourage and promote continued attempts to correctly solve problems.  A negative reaction to an incorrect answer, such as verbal correction or  physical cues from a teacher than an answer was incorrect are thought to encourage a child to try again and to avoid incorrect answers. Feedback is key to the students ability to reach the correct answers. 

Constructivist problem solving encourages learners to construct their own knowledge. The learner solves the problem by constructing the meaning "from the inside out" (42).  In order to discover if the answer to the problem is correct, the learner must weigh their solution against the conclusions of their peers.

One major differences in the behaviorist and constructivist approaches to problem solving are the importance of feedback.  Behaviorists believe that feedback is important and should be given throughout the problem solving process until a correct answer is reached.  In behaviorism, students are motivated by external stimuli.  A teacher's smile or positive reinforcement can motivate a student.  Constructivists believe that students must construct and build their own knowledge.  Students must compare their solutions and understanding to the solutions of their peers.   Constructivism requires internal motivation from students.  The students' motivation is internal, based on the desire to complete the task and reach an answer.  The child is self motivated.

ETEC 561 Week 1

1. My definition of educational technology is really based in technology that can be use to help teachers be more effective and helps students learn.  I must confess I never really put much thought into my definition of educational technology until this week.  Now I think educational technology is more than that.  Any technological resource that is used in education or has an application in students' futures can be a part of educational technology.  I did find Chapter 1 very interesting.  The definition of educational technology has evolved as technology has evolved.  The earliest definitions were concerned with viewing technology.  As technology became more than silent movies and moving pictures, the definition also became more complex. 

2. There are six characteristics of instructional design.  They are as follows:

• Instructional design is learner centered.
• Instructional design is goal oriented.
• Instructional design focuses on meaningful performance.
• Instructional design assumes outcomes can be measured in a reliable and valid way.
• Instructional design is empirical, iterative, and self-correcting.
• Instructional design typically is a team effort.

I taught at a campus that was extremely interested in utilizing technology.  Teachers were expected to use technology in teaching and to offer students opportunities to learn new technologies frequently.  Innovation was expected.  I have created many lessons with my peers that relied heavily on technology.  Without knowing the six characteristics of instructional design, we were adhering to them and creating relevant technology lessons.  As a grade level team, the teachers I worked with were able to meet the instructional design demands and produce good lessons for kids.  

3.  Instructional media "has been defined as the physical means via which instruction is presented to learners" (18).  By this definition, teachers, chalkboards and textbooks are a part of instructional media.  I would consider teachers, chalkboards and textbooks part of instructional media; however, I do believe that the definition and understanding must evolve with the times.  Though teachers are still vital to education, there are better ways to teach than through the use of chalkboards and textbooks.  Even teachers can looks different.  A teacher isn't always standing in front of a classroom; sometimes they are in a different location running distance learning programs.  Though textbooks are sometimes a basis for a class, they are no longer necessary.  Many teachers opt to create their own lessons, using a text as a supplement instead of basing an entire class on the text.  Chalkboards have also evolved.  Most of today's students don't even know what a chalkboard is.  Students are used to Interactive Whiteboards now. 

I do not believe the purpose of instructional design is to incorporate technology into lessons and teaching.  However, I do understand that incorporating technology into teaching helps reach the goals of instructional design.  Technology makes lessons more relevant and students can learn real-world applications.