Instructional Design and Technology

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology? 

 I agree with the AECT definition of facilitate, improve , apply, create, use/utilize, analyze, and manage all of which is the use of technology with human emphasis to teach.

 What experiences or other influences have shaped your definition? I have been and educator of the early child for 23 years and in reading the chapters technology has grown in education when the children have become boxed in buildings and are unable to travel to gain the firs hand experience of what they are tested upon.  I used the computer to explain to socio- economically disadvantaged children about rural life and to enhance my lack of know when it came to the subject of science at times. 

How has your definition changed from examining the definitions in the first chapter of this book?

It really didn't change it it helped give me the evolving definition to what I didn't know.

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.

For two years I taught 2nd grade science and social studies.  I focused on the science portion to align vertically with the 5th grade which is the test grade level.  I would look at the data where the 5th grade students had the most failure rate for the previous year and focus my second grade lessons to that area.  I would also use the 3rd grade curriculum in combination with the second grade required to blend and what was new and necessary.  I would use the six weeks benchmark test to guide whether I needed to revise and re teach. Each six weeks the data was calculated and looked at and asked what were the mental confusions or how could this be explained better in team meetings.

 How does that lesson adhere or fail to adhere to the six characteristics of instructional design?

So I think that my lessons were student centered, goal oriented had meaningful performance, they could be measured, and it was done on a team basis horizontally and vertically.  

3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? 

Is rationale is physical other than traditional is how I would assume I am to take the exclusion. We three are the normal standard and have not necessarily changed and the other vehicles to technology have been ever changing in society.

Would you consider teachers, chalkboards, and textbooks instructional media?

Yes, we are methods, materials that can be manipulated to learn from we just don't need batteries or electrical cords to operate.

 Is the purpose of instructional design to incorporate media into instruction?

I agree with that statement because money rules how much educational opportunity each student receives.  When there is no money to have first had experience technology can take you there without leaving the building.  It is the best teacher assistance that extends the textbook.