Reflection EDTC 6010

1. State the competency, or standard that is appropriate for your degree and licensure area.

AECT Standard 5 - Research

AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.  Indicators:

• Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.

2. Describe requirements for your artifact.

EDTC 6010 - Introduction to Instructional Technology was taught by Dr. Patricia Slagter van Tryon during Fall Semester 2012.  The focus of this course was the systematic process for design of instruction including task analysis and task analysis diagrams, learner and context analysis, and development of instructional strategies. The final project of this course was an Instructional Technology Newsletter which illustrated key ideas involved with instructional technology.  The focus of my project was to detail the field of Instructional Technology in order to inform others of significant ideas, principles and events that shaped the field. The theoretical base for this project was to explore and determine a working definition of, and theoretical understanding of, Instructional Technology.

Our text, Trends and Issues in Instructional Design and Technology by Robert A. Reiser and John V. Dempsey, defined the field of Instructional Technology and introduced various theories, models, issues and trends found in the field.  Dr. Slagter van Tryon also included her own informational text and links to multiple websites that further explained specific topics of study and discussion for this course. 

I learned there are multiple learning theories and much research that has gone into the development of Instructional Design and Technology.  I was able to see the influence of the Behaviorist movement, and the gradual change in the definition of Instructional Design and Technology over time that was influenced by the Cognitivists and Constructivists. As educational theory changed so did the definition of Instructional Design and Technology which indicates this definition is not stagnant.  According to Reiser and Dempsey (2012) “the thinking and actions of a substantial number of professionals in the field have not been, and likely never will be, captured by a single definition” (p. 1) indicating that as research and theory change so will the definitions. 

3. Explain how your artifact is a good example of the objective, competency, or standard.

The newsletter, Instructional Technology, is a good example of the objective for this course.  The newsletter contains a definition for Instructional Technology that was developed over time through these lessons.  Within the newsletter the core topics (Instructional Technology history, underlying theories, Instructional Systems Design models and processes, instructional media and methods, and current issues) are discussed.  The AECT Standard 5 requires the research of Instructional Technology that will explore, evaluate, synthesize, and apply the knowledge gained through this research.  Successful completion of this course accomplished each of these requirements.    

An exploration of the history of Instructional Technology and Design is shown as a timeline in the newsletter.  This exploration was accomplished in class as a group assignment that looked at “instructional technology” as early as the pencil and chalkboard to present.  It was evident that the field has a rich and varied history as the use of technology has increased exponentially over the years.  Sugar and Brown’s article from Tech Trends magazine is a particularly interesting look at the development of computer-based instruction over the past fifty years.  In their research, they tracked the presentations at Division of Audiovisual Instruction/Association of Educational Communications and Technology conferences for the current and up-coming technologies. It was their conclusion that the presentations at these conferences are a good indicator of future technologies for instruction (Sugar & Brown, 2008).  This illustrates how technology continues to change and these changes are making their way into the Instructional Technology and Design field almost immediately.

The theories supporting the field of Instructional Technology and Design were introduced and evaluated.  These theories included three basic theories of education and learning (Behaviorism, Cognitivism, and Constructivism) as well as some of the theories of instructional design and how they related to one another.  These theories were addressed in the newsletter with a look at Behaviorism and to illustrate the process for developing instructional technology concepts.  The Instructional Technology Concepts table is a device to visualize how Instructional Technology is a process that includes instructional methods, media, and tools. The design models, which are the key facets of any Instructional Technology, were included in the newsletter with a review of two specific models – the Jerrold Kemp Design Model and the Hannafin Peck Design Model.  The Kemp model identifies nine key elements of instructional design and is considered a good model for programs that blend technology, theory, and content (Morrison, Ross Kalman, & Kemp, 2011). The Hannafin Peck model is a three phase model and as such is one of the easiest models to use.

The information presented in EDTC6010 was synthesized in the development of a working definition for Instructional Technology as presented in the newsletter. Inquiry based instruction leads to a deeper understanding as students are more engaged in the exploration of the topic.  The inquiry based application of the knowledge gained through this course was in the development of the newsletter as a final project. 

4. Discuss how you might change the content, strategy, or design of the artifact. If you see no need for change, elaborate on the artifact is a good exemplar for the competency or standard.

This artifact was a good exemplar for the AECT Standard 5 which is focused on research.  This artifact was the compilation of research on the history of Instructional technology and the instructional theories that have influenced the evolving definition of IT over time.  The foundational knowledge is illustrated with the timeline of historical milestones, a short discussion of basic learning theories, and the overview of Instructional Design models,

Upon reflection and further research, I see where my artifact could be improved with some explanation of the Instructional Technology Concepts table.  It was designed to help me understand what could be included in a process, but it may not be as clear to someone else without some explanation. 

5. Discuss how the artifact is representative of future career goals and plans.

My future goal is to become an Instructional Technology facilitator in a K-12 school.  This newsletter is a good example of my use of instructional media to inform.  This newsletter provides information to explain the field of Instructional Design and Technology to a layperson with an overview of learning theory, the history and trends of IT, and ISD models.

Through this course I came to realize that the definition of Instructional Technology today is not what the definition was ten years ago nor will it be ten years from now.  Any definition of Instructional Technology will be short lived as the field is constantly changing. Instructional Technology is a systematic process that includes the design, implementation, and evaluation of instruction to a learner through the use of selected media.  Analysis of the problem, of the learner, and/or of the performance will determine the development of the design for the instruction.  The instruction must be appropriate for both the learner and the content.  Taking into account the age, ability, prior knowledge, and misconceptions of the learner is vital to success of the implementation.  Use of the analysis data should also determine what are the appropriate instructional methods and the appropriate instructional media.  The use of formative and summative assessments and ongoing evaluation and reflection will determine the effectiveness of the instruction and the process (Brown & Green, 2011).  It will be the understanding of how Instructional Technology and Design are used to educate, whether in a K-12 school, a business, the military, etc. that will allow me to be successful in my future career.  

References

Brown, A., & Green, T. (2011). The essentials of instructional design: connecting fundamental

            principles with process and practice. (2nd ed.). Boston: Pearson Education, Inc.

Morrison, G., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken: John Wiley & Sons.

Reiser, R., & Dempsey, J. (2012). Trends and issues in instructional design and technology. (3^rd

            ed.). Boston: Pearson Education, Inc.

Sugar, W., & Brown, A. (2008). Antecedents of computer-based instruction and its current

relationship to our discipline: An examination of the last fifty years of DAVI/AECT convention presentations. TechTrends, 52(2), 59-69. Retrieved from http://search.proquest.com.jproxy.lib.ecu.edu/docview/223120904?accountid=10639