Week 1: Defining the Field

         1.) How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  
                 
              I have discovered that my former definition of educational technology, has proven to be outdated. I used to share in the early definitions mentioned in the book where technology was looked at as more of a tool to enhance learning. I did not think to look at teaching technology as a process, just like when using a lesson cycle to help improve instruction.

What experiences or other influences have shaped your definition?

           I guess that coming from being a classroom teacher, that I have been taught to look at technology as a way to enhance my teaching, not as a way to teach the students how to properly use technology. I never thought to look at implementing technology lessons into my daily teaching routine. Students need to have daily experiences with new and changing technology, especially in a technology driven society that we live in today. I personally have come into contact with many different forms of technology. I have used the following: smart boards, Elmos, flip cameras, dance mats, class pads, Ipad, nooks,and kindles to name a few.

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

     Through reading chapter 1, I now see that my definition needs to change to encompass the whole learning process when it comes to teaching technology. I understand that I need to look at educational technology from the start of the lesson cycle, by designing and implementing the technology processes into my lesson plans. That instead of just giving the children the technological tools to use, to actually make sure I teach them about those tools. I need to check each students progress towards master of the correct an proper use of technology.

Chapter 2
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?

Last year I developed a 1st grade science lesson plan on reviewing the characteristics of a gold fish. I tried to think outside of the box for a way to bring the lesson alive for my students. I did not just want my kids to fill in digraphs, and memorize the information from a text book. I brought up a video on how to make origami fish out of little slips of paper. I then walked my students through making their fish.
  Next, I had several students tell me true and false facts about the characteristics of a gold fish. I then had the students write these facts onto the origami gold fish. We placed paper clips onto the gold fishes heads. I then brought out my home made fishing poles with magnets on the ends of the fishing line.
  Next my kids threw all their fish into the pond. The students took turns coming forward and going fishing. I had previously placed two boxes at the front of the room. One labeled true facts, the other false facts. While fishing, when the kids caught a fish they had to determine if the facts written on the fish were true or false and place them into the corresponding box. After all the fish were caught we reviewed the facts as a whole group.
   My lesson did fulfill most of the characteristics of instructional design. I followed a lesson cycle and blooms taxonomy to help me develop and teach my lesson.
   My lesson was student centered, because it was hands on and it engaged the students.  Next my lesson was goal oriented by providing the facts needed to pass the end of year science test. I made my lesson meaningful by bringing the material alive for the kids, instead of the children just memorizing answers through a book. I know that my lesson was both measurable and reliable; because the kids immediately quizzed each other on the facts, and the students took a science exam over the material. I feel that from previous answers given that I have shown my lesson was empirical, interactive and self-correcting.
   However, my lesson failed to adhere to one of the six characteristics of instructional design. I designed the science lesson by myself not using a team or more resources.

How would you redesign it to better adhere to the six characteristics.
   Looking back at my lesson now after having read chapter 2. I now see that by planning this lesson with a team, that I would have benefited from the different skill sets of a variety of individuals. It would have greatly helped me to have more sets of eyes to develop the lesson. I also now realize that I needed to incorporate more technology, and technology lesson planning into my future lesson plans. My students would have better benefited from a more technology rich lesson. It would have met the different learning styles and engaged the student's minds.

Chapter 3
3) In the 3rd chapter, Reiser distinguished 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?
   Per the definition from the book I can see how an instructor can be considered instructional media. For example, a teacher can use body language and gestures, voice tone and voice level, and inflection to get the point across during the lesson. They can come to school dressed in costume relevant to the subject matter of the lesson.
   However, I can see the other side of the argument that teachers are not considered instructional media. Based on my personal beliefs, I do not see an instructor as a form of instructional media, because to me media implies technology. When I hear the word media that makes me think of, chalkboards, C.D.'s , computers, smart boards, etc. I think of the teacher more as of just an oracle way to express the material.
   The best learning environment would be where you incorporate both Instructional design and Instructional media into your lesson planning. In my eyes both of these fields are so similarly related, you just need to look at what your students specifically need.
    For example, if I were the physical education teacher, and I was trying to teach my students how to do a jumping jack. I could go old school and show them with my body movements, or I could develop a slide show or video to show them how to complete a jumping jack. When I am sitting down to plan the lesson I need to look at both methods and decide which method would be most effective for my students needs.