WEEK 1: Defining the Field

There is much information shared in the reading and I personally was intrigued to see how terms have changed in Instructional Design and Technology. I must admit that I was unaware that this field covers so many different aspects. Looking at the many names given, it is clear the field is indeed very broad and encompasses so many different realms. In the readings, we also discover that Instructional Design and Technology is viewed differently and people have different opinions as to what it truly is.

The definitions in the book gave this topic a whole new meaning for me. From the early definitions to more recent ones, we see it evolve and take on new names. Examining Finn''s definition, "that instructional technology should be viewed as a way of looking at instructional problems and examining feasible solutions to those problems," and Lumsdaine's, "that educational technology could be thought of as the application of science to instructional practices. (Reiser & Dempsey, 2012) This is indicative that these early definitions had a more complex view and deemed it to be a process that needed to incorporated methods to arrive at a solution. The 1970's provided us with a unique definition stating that, "instructional technology means the media born of the communication revolution which can be used for instructional purposes alongside the teacher, textbook, and blackboard..." Here we see a clearer picture of the meaning. The latest definition provided by AECT allows us to see how far the definitions have evolved stating, "that it is a practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. " Through the evolution of IDT I see a combination of processes and resources coming together to enhance learning and performance. I personally have viewed IDT in a way that enhances learning. I use it as a tool and on a daily basis in my classroom. I approach both as a process and a resource that does allow students to create and do much more than solely listening.

A recent lesson I created in Hospitality and Tourism allowed students to create their own project and gave them the liberty to have ownership in it. Students were tasked with choosing a specific era and location and research specific marketing tools being used to attract clientele. I really enjoyed one specific group who choose Orlando, Florida in October of 1971. They choose to target the many that would travel to Disneyworld for its opening month. The hotel they selected is walking from Disneyworld and studied the many ways they promoted the hotel and made it enticing for those looking at less expensive options than the Disneyworld resort while still being at walking distance from the theme park. They then created their personal promotional video incorporating their own ideas and new marketing techniques that have come out since the park's opening. The six characteristics of Instructional Design were at work in this lesson. This project was student centered as it gave them real scenarios and allowed them to explore options of reaching their audience. It was goal oriented as students had to ensure they would appeal to their audience through successful advertising techniques. It focused on meaningful performance. Each student was to actively participate as they worked collaboratively with their group. It was designed to have active collaboration and positive engagement. The outcomes were measurable in regard to students participating and putting forward a quality presentation. The fifth characteristic was unable to be measured being that it requires the collection of data. The nature of this assignment did not call for actual data collection. The sixth characteristic was definitely utilized as students work together in a team effort.

Reiser states that he excluded the teacher, chalkboard, and the textbook because it was commonly categorized separately from other media. (Reiser & Dempsey, 2012) He continues to state to ensure he emphasizes the history of media as it has been, he takes the stance in this chapter. I would classify the textbook and the chalkboard as media being that they are both tools that are used to deliver instruction. While many would argue to categorize a teacher as media, I believe it is the teacher that utilizes the media available to deliver the instruction. The teacher is the one who can utilize a textbook, chalkboard, laptop, document camera, and SMART Board to maximize instruction and reach each student through different means. The teacher is the one that connects the different forms of media together to increase student achievement through the various learning channels.

Reiser, R. A., & Dempsey, J. V. (2017). Trends and issues in instructional design and technology. Boston: Pearson Education.