What is technology
Technology is the application of Science or if you apply those ideas, concepts, theories, models, principles and laws in your daily life. Then, you can say that there is technology involved on it. Technology is classified into three types namely the gadgets or devices, products or services and process or how you produce it. Gadgets or devices such as mobile phone, laptop, television, refrigerator, stove or even tooth brush are the things that you used every day. Products such as canned goods, preserved foods, toothpaste, bath soap or even food are the things that you consumed daily. Services such as teaching, health, sanitation, media are the things that provide professional help for the welfare of the community. Processes such as fermentation, online banking and shopping, DNA fingerprinting are the methods or procedures that had been followed in order to produce such products or gadgets.
Instructional Technology Defined
- Educational Technology is also called Instructional Technology or Information Technology (IT) .
- Educational Technology is mainly concerned with the narrow spectrum of technologies used for communication and the dissemination of information.
- Educational Technology teaches through technology, instructing students in the use of a relatively small set of tools developed by technology.
In education, instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee.[1] Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years.[2] While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability.
History
The first use of instructional technology cannot be attributed to a specific person or time. Many histories of instructional technology start in the early 20th century, while others go back to the 17th century. This depends on the definition of instructional technology.
The use of audio and visual instruction was boosted as a military response to the problems of a labor shortage during World War II in the United States. There was a definitive need to fill the factories with skilled labor. Instructional technology provided a methodology for training in a systematic and efficient manner.
With it came the use of highly structured manuals, instructional films, and standardized tests. Thomas Edison saw the value of instructional technology in films but did not formalize the science of instruction as the US military did so well.
1914-1923: Visual Instruction Movement and Instructional Film
The media used during this era enhanced learning by using media such as the motion picture projector- but did not provide any data regarding the impact this particular media had on improving learning.
1920-1930: Audiovisual Instruction movement and Instructional Radio
Sound being added to the motion pictures and radio broadcast being used to enhance instruction was the new media during this era. Sound expanded the use of visual instruction because now one could see and hear; which resulted in these medias being used widely in education. McCluskey, advocate for the field during this time, concluded that while the field (Audiovisual Instruction) continued to grow, “the educational community at large was not greatly affected by that growth” (Reiser & Dempsey, 2007, p.19).
1941-1945: World War II
Peak time for military service and industry, but a decline in the use of Instructional Technology in the classroom. An effort was made during this time to evaluate the effectiveness of audiovisual education. Unlike past performances of instructional media, the evaluation yielded positive results.
The Audiovisual devices used during World War II were generally perceived as successful in helping the U.S. solve a major training problem —namely, how to train effectively and efficiently large numbers of individuals with diverse backgrounds. As a result of this apparent success, after the war there was a renewed interest in using audiovisual devices in the schools (Finn, 1972; Olsen & Bass, 1982, cited in Reiser & Dempsey, 2007, p. 20).
1950s: Instructional Television
Television was used as a medium for delivering/enhancing instruction. Although popular, this particular medium was not successful as a delivery method due to
poor quality of the programs produced. “Many of them (TV programs) did little more than present a teacher delivering a lecture” (Reiser & Dempsey, 2007, p.21).
By evaluating the effectiveness of past technology, scholars and professionals are able to improve upon the field of Instructional Technology by streamlining standards and creating a more structured outline of the field. Evolution of the field is inevitable, due in part to technological changes. Therefore, the field of Instructional Technology will continue to expand and be re-directed to address arising instructional issues. Principals and practices of the field will be re-directed as well in order to accommodate new technologies, job performances, business results, and non-instructional solutions to performance problems.
Critical Review of Personal Current Professional Standards
Instructional Technology is not a free standing field. Professional Organizations were established for the field in order to provide information on new trends, issues, developments, and research. Each organization is unique in regards to standards, research, and advocacies. Professionals and scholars in the field associate themselves with organizations whose standards align with
Critical Review of Personal Current Professional Standards
there personal values. Scholars and professionals may choose among organizations such as:
· The Association for Educational Communication and Technology (AECT)
Critical Review of Personal Current Professional Standards
· International Technology Education Association (ITEA)
· International Society for Technology in Education (ISTE)
· Council on Technology Teacher Education (CTTE)
The International Technology Education Association (ITEA, http://www.iteaconnect.org/) supports participants in K-12 technology education. The association advocates technology literacy by using an Engineering by Design Model. This model incorporates standards for technological literacy,
principals and standards for school mathematics, and bench marks for science
literacy. ITEA (1995) expands the concept of technology literacy by incorporating the core subjects of Math and Science. This in turn leads to the belief that technology literacy means more than just learning about how to operate a computer. One goal of ITEA (1995) is to “provide clear standards and expectations for increasing student achievement in Math, Science, and Technology” (ITEA, 1995, paragraph 1). This includes applying technology to the real world, performing student assessments, professional Development for
teachers, and understanding the relationship between technology and other fields of study.
Critical Review of Personal Current Professional Standards
As of 2007 my professional standards as a teacher consist of ITEA’s (1995) overall view that technology should be incorporated into core subject areas in order to provide students with the ability to align technology skills with other fields of study. After obtaining a degree in Instructional Technology, I plan to pursue a career as a training developer. Being that ITEA’s (1995) standards and principals are geared for the K-12 learning environment I will shift my standards towards The Association for Educational Communication and Technology (AECT). AECT (2004) not only provides educational standards for technology education in the K-12 classroom, but also in areas of the military, government, health community, industry, and business.
Final Thought
Defining Instructional Technology involves evaluating past occurrences within the field, technological developments, and instructional design. Consideration of these areas are necessary in order to preserve the true meaning and purpose of the field. Instructional technology involves principals and practices that promotes goal-oriented instruction; not just using a technology to enhance a lesson.
Technology is used to simplify tasks. From being able to store large amounts of data, typing and editing a paper, or even monitoring a power plant, technology assist humans in some way. The same concept is involved in the field of Instructional Technology — How can technology be used to assist in the improvement of learning performance. The proposed question is the underlining primes of the field.
As of 2004, the Association for Educational Communication and Technology (AECT) define the field of I.T as “The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Association for Educational Communications and Technology Definition and Terminology Committee, 2004, p.2).
Take for example the internet and Television. Both medians are considered technology; however, determining which medium to use is dependent on the subject, resources, and desired learning outcome. Although the internet is a popular tool for delivering instruction (i.e. online classes); some institutions still use television as a delivery method. University of Houston Central campus offers televised courses as one delivery option for distance learning.
Instructional Technology is not a free standing field. Standards and guidelines are used in order to legitimize and regulate the field. Standards and guidelines are created by professional organizations. Two organizations that I support is the Association for Educational Communication and Technology
Current status
Instructional technology is a growing field of study which uses technology as a means to solve educational challenges, both in the classroom and in distance learning environments.While instructional technology promises solutions to many educational problems, resistance from faculty and administrators to the use of technology in the classroom is not unusual. This reaction can arise from the belief--or fear--that the ultimate aim of instructional technology is to reduce or even remove the human element of instruction. However, most instructional technologists would counter that education will always require human intervention from instructors or facilitators.
Many graduate programs are producing instructional designers, who increasingly are being employed by industry and universities to create materials for distance education programs. These professionals often employ e-learning tools, which provide distance learners the opportunity to interact with instructors and experts in the field, even if they are not located physically close to each other.
More recently a new form of Instructional technology known as Human Performance Technology has evolved. HPT focuses on performance problems and deals primarily with corporate entities.
Relation to learning theory
The purpose of instructional technology, of course, is the promotion of learning. Learning theory (education) has influenced Instructional design and Instructional designers (the practitioners of Instructional Technology). Instructional Technologies promote communication and interactivity. These two come together under the general heading of Interaction.Moore (1989) argues that there are three types of learner interaction (learner-content, learner-instructor, and learner-learner interactions). In the years since Moore's article, several philosophical views have surfaced that relate Instructional technology to these types of interaction.
Most traditional researchers (those subscribing to Cognitivism) argue that learner-content interaction is perhaps the most important endeavor of Instructional technology. Some researchers (those subscribing to constructivism) argue that Moore's social interactions, (learner-instructor and learner-learner interactions), are as useful as learner-content interaction.
Areas
Razavi (2005) advocates the idea that educational technology covers instructional technology. It includes instructional technology and the field study in human teaching and learning. So educational technology is broader than instructional technology. Instructional technology itself consists of two major parts: one is teaching technology and the other is learning technology. In the education industry, the term "instructional technology" is frequently used interchangeably with "educational technology."21st Century Engaged Classroom Instructional Technology Tools Received
Throughout the school year and during the ongoing monthly professional development, teachers participating in the 21st Century Engaged Classroom will receive a core set of technological tools for their classroom to enhance their educational environment.
The Engaged Classroom Teacher Trainer receives the following items for their classroom:
The Engaged Classroom Teacher Trainer receives the following items for their classroom:
- Shared access to one 20-station mobile lab computer with academic software and airport
- Individual Licenses for Microsoft Office Suite and Inspiration; School License for works and Comic Life
- Mounted projection system
- Audio Enhanced sound system
- Digital Camera with 2.0 GB Memory Card*
- Digital Video Camcorder with one video tape
- Document camera, Aver Vision 300AF+
- One year subscription to online learning (Atomic Learning)
- USB Drive
- Logitech headphones / Optical Wheel Mouse
- Shared access to classroom student response system, Senteo System receive during November 2008 training
- Shared access to a Proscope
- Book: Using Technology with Classroom Instruction that Works
- Fire Wire Cable
*Elementary Schools will receive 8 additional digital cameras with 2.0 MB Memory Card for K-3 Grades (2 per grade level)
The Two Engaged Classroom Teacher Trainees receives the following items for their classroom:
- Shared access to one 20-station mobile laptop computer lab with academic software and airport
- Individual Licenses for Microsoft Office Suite and Inspiration
- Mounted projection system
- Audio Enhanced sound system
- Digital camera with 2.0 GB Memory Card
- Digital Video Camcorder with one video tape
- Digital video camera
- Document camera, AverVision 300AF+
- Shared access to classroom student response system (clickers)
- One year subscription to online learning (Atomic Learning)
- USB Drive
- Logitech headphones / Optical Wheel Mouse
- Shared access to a Proscope
- Book: Using Technology with Classroom Instruction that Works
- Fire Wire Cable
No comments:
Post a Comment