Defining The IDT Field

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?  

My definition of instructional or educational technology is using various forms of technology to facilitate a lesson.  I read that throughout the years, the definition for instructional technology has changed from pictures and films to different forms of audio. Incorporating many forms of media into my lessons has shaped my ideas of instructional technology.  However, I consider only media that is used to aid my lessons as instructional technology.  After reading the first chapter on the definition of instructional technology, my definition has changed because I understand that it uses systematic instructional design procedures and employs instructional media to improve learning and performances in a variety of settings.

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. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

There are six characteristics of instructional design:

Instructional design is student centered
Instructional design is goal oriented
Instructional design is focuses on meaningful performance
Instructional design assumes that 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 conducted a color mixing science experiment with my students.  The purpose of the activity was to explain the concept of how the 3 primary colors blue, yellow, and read can be mixed to create purple, green and orange. The students were each given 3 droppers of food coloring, 3 cups of water, and 3 transparent paddles to experiment with the colors.  The students also had a follow-up activity that required them to demonstrate their understanding of color mixing using a free website http://www.kidsgoflash.com/games/color_mixer.html.
I believe that my lesson incorporated 5 of the 6 characteristics of instructional design.  I cannot change or redesign my lesson to adhere to the six traits because my lessons do not require multiple individuals to collaborate on one lesson.

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? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?
 
Teachers, chalkboards, and textbooks are considered primary means of presenting instructions, and are excluded from Reiser’s definition of instructional media.  He distinguishes instructional media from instructional design by explaining that instructional media as the physical means of how instruction is presented, and instructional design uses systematic procedures and employs instructional media to improve learning and performances in a variety of settings. I would consider teachers as instructional media because we determine how instruction is presented.  However, I teach in a Montessori setting and we do not teach from textbooks or classroom chalkboards, but we incorporate items that mimic real life objects.  Reiser stated that many instructional solutions arrived at through the use of instructional design processes require the employment of instructional media.