Section 1, Chapters 1-3

1. The book walks us through various definitions of Instructional Technology. The earlier definitions focused on the media used in correspondence with technology, the movement then led to sound recordings, computers, etc. In the 60's the definition was centered around the use of messages and the learning process. The 70's definition discussed the means of teaching besides the teacher, blackboard and textbook, and the tools that made up the instructional methods. In 1977 the AECT (Association for Educational Communication and Technology) adopted the following definition [educational technology is a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning] (Reiser p.4). This new definition now focused on the interrelatedness of all the parts and how they must work together. By 1944 Educational Technology was now viewed as a process involving five areas; design, development, utilization, management, and evaluation. Finally, the definition accepted by the book involves the previously mentioned aspects as well as the systematic use by professionals and the research and theory related to them. I would have to summarize Instructional technology as: The tools, methods, and approaches that instructors (or developers) use to impart knowledge to learners (users) that will benefit themselves and help prepare them for the future.

2. The Dick, Carey and Carey model makes sense, however I find the model semi-confusing and overly specific. I do like how the beginning stage leads to an instructional analysis and the learners context, and then both of those to the need to write performance objectives, however the newer trend tends to focus on the objective from the beginning due to the need to pass standardized testing. This model is learner centered in that one of the first steps is to identify the specific learner(s) you are focusing on and the context in which they will be taught. It is goal oriented in that the first step is literally (assess needs and identify goals). During the whole process we are revising instruction and so it should stay somewhat meaningful. The outcomes can definitely be measured in that this model gives opportunity for assessment, formative evaluation and summative evaluation. It is self-correcting in that it is constantly under self evaluation and revision. This model does not out and out mention team efforts, however it definitely implies that it will be needed. This model would fit with my definition in that it leaves time for consideration of the tools that will be used, the methods in which it will be taught, and the approaches in delivery to the learners.

3. Reflecting on the use in my current school district/school/classroom, technology is being used in a variety of ways. Our district currently has adopted the 1:1 initiative, we have laptop carts available to all students/teachers at each school, Promethean (smart boards) in every third-fifth grade classroom, student computers in each classroom as well as other programs etc. at the disposal of the teachers and learners. Our smart boards are "in progress" they should be installed by the end of next week, however we have portable boards available to us currently. Several of our teachers utilize personal websites and blogs to impart information to our students. I currently keep a blog for my Science class. I've found that some concepts, are just harder to visualize, and the availability of graphics etc. help the students grasp the ideas more easily. In higher education Web 2.o tools are utilized in many ways; for example, this that we are doing right here, distance learning, communication via the internet etc. Blogging can be used in K-12 classrooms in many ways, I mentioned the blog I utilized for Science earlier, I post things we've talked about our learned in class, I post pictures of things that we do, experiments, drawings on the boards etc. I post questions for my students to answer and think about, the uses are endless. Our school also utilizes blogging in our research projects and allow correspondence and cooperation between groups and members, often incorporating wikis. All of which is instructional technology at it's finest.