Reflection Summary MAEd Instructional Technology

            The journey to my degree has been exciting, on occasion frustrating, but always enlightening.  I began this program thinking I would learn how to use various pieces of equipment like interactive white boards, and learn about lots of websites with educational value.  I was given an idea of what was to come with my first class EDTC6010 Introduction to Instructional Technology with Dr. Slagter van Tryon as we studied the history of Instructional Technology, reviewed the major learning theories, completed an introduction to some of the Instructional Systems Design models, were introduced to ADDIE, and brought it all together in a newsletter.  Dr. Slagter van Tryon had us post to the discussion board with our “initial thoughts” and then following the lesson with our “more thoughts”.  Using this process, I became aware of my misconceptions and how they were corrected.  I learned that Instructional Technology is first and foremost well thought out and well designed instruction.  The implementation of technology is for the purpose of improving the instruction, or a better method of delivering the instruction, or an alternate method of students applying the instruction, or all of the above.    

            Dr.  Sharon Smaldino in EDTC 6020 Principles of Instructional Design began the process of designing effective instruction and writing papers that followed the APA format.  I learned how and why various needs analyses were required.  I learned how to perform a needs analysis, a task analysis, and a learner analysis, all used to inform the design of the instruction.  Planning and designing instruction is like creating a piece of art.  As you begin, you might have a “picture” of the piece in mind.  When you plan and design instruction you can start with the “end in mind” – what do you want the learner to know or do?

There are various media you can use for your piece of art – clay, stone, oils, pastels, etc...  Selecting the media can be determined by the artist’s preferred mode of expression or by the best format for the art.  Likewise the learning environment and type of instruction could be influenced by that preferred by the learner and/or instructor.  The activities selected for the instruction must be appropriate for the learner and the environment.

Would this piece be better depicted as 3 dimensional or 2 dimensional?  What style for the piece – Modern, Abstract, Expressionism?  Should the instruction be Learner-Centered or Knowledge Centered, directed or open-ended? 

What will be the audience for this piece of art - an audience of fun and fanciful children or a quiet and reflective group of seniors or the general public? Who will the learners be?  What are their characteristics?

Some art is done with feeling and emotion, little planning and no consultation.  Other art is planned for a space, an audience, or a specific reason.  Effective instruction must be planned and designed, activities carefully selected and the learning environment considered. 

            EDTC 6025 Analysis and Evaluation in Instructional Technology with Dr. William Sugar completed the design process with an emphasis on the various models, how to select a model that meets the needs of the instruction and the learner, what strategies to use, and the “back-end” components of evaluation and revision.  From this I learned that instructional design is an ongoing process.  Most design models loop back to an earlier element as feedback and assessments indicate a need has not been met with the instruction.  For example the Dick and Carey Systems Approach Model that consists of 9 steps.  These steps move forward in a logical sequence but each step is also supplying feedback to previous steps that may require revision even before the final evaluation step is reached.  For example, the “Write Performance Objectives” step leads to the next step of “Develop Assessment Instruments” but also goes back to “Conduct Instructional Analysis”.  This feedback may inform the designer that in order to achieve a particular objective there is another prerequisite skill that must be added to the list of skills in the Instructional Analysis, or knowledge of a particular concept that must be understood before the learner can move forward.  

            I consider these three classes to be the core of my instruction as these taught me the theory and relativity of instructional design.  It is so much more than the seven point lesson plan used by many teachers in PreK-12 education.  Although I have used each of the elements in most design models in planning lessons, it was never as organized nor in such depth.  Where these classes were the theory the remaining classes were more the application.  They all went back to some aspect of Instructional Design and applied those constructs to how to integrate technology in specific classroom situations.

            I noticed the greatest change in my work when I looked at the Professional Development Proposal for EDTC 6035 compared to the later work in EDTC 6037.  It was clear to me that I had grown in my understanding of instructional design and integrating technology.  I was able to supply much greater detail and explanation with the EDTC 6037 project.  I was able to follow the ASSURE model and explain the key points of the model.  More importantly, I was able to apply what I had learned into this instruction without struggle.

            The most surprising class I took was SCIE6500 Understanding and Engaging in Educational Research with Dr. Sharon Woodhall.  I use the term surprising because I was not looking forward to a research class.  I started the class with a “let’s just get through it” attitude; however by the end of the class I sincerely wanted to do more!  Dr. Woodhall took us through the action research process one step at a time and by the time we reached the end of the class our research project was a matter of connecting all the pieces.  I chose a topic that still interests me (Digital Notebook or Paper and Pencil Notebook:  Is There a Difference for Learning?) and I am continuing to collect information and data. 

            Have my misconceptions been corrected and my attitude changed with the instruction I received to earn this degree?  Most definitely.  I have learned to use an Instructional Systems Design process to devise instruction.  I have learned to consider all the factors in the early stages of design and to analyze the data collected in order to construct objectives, select strategies, and select the media and technology.  I have learned that formative and summative assessments are necessary to inform your instruction and make revisions as need. I now know that using the interactive white board and other technology is good to know but is only a small drop in the ocean of Instructional Design and Technology.