1. Section VIII
addresses new directions and emerging technologies for IDT. Select three of the
following and reflect on how you might apply them in your current or future
position in the IDT field:
- distributed or e-learning environments
- reusable design or learning objects
- networks or Web 2.0 technologies
- rich media
- digital games or simulations
- virtual worlds
As I read through this section of the chapter, and reflected
on the question, I felt that a lot of these could go hand-in-hand with one
another. For example: having a virtual world in an e-learning environment would
be a good way to incorporate those into the classroom/curriculum. Not only
that, but a lot of digital games could be part of the virtual world or
e-learning environments. They all could be incorporated into one whole. However,
based off of my previous experience, and my future thoughts on how I would like
to teach my lessons, I would have to reflect on the reusable design or learning
objects, networks or Web 2.0 technologies, and the virtual worlds.
Reusable design or
learning objects: I like to go online and look at examples and get ideas
that relates to a certain topic that I am teaching. Once I have found that,
most of the time I will tweak the information or activity that I have found to
better fit my audience. According to the text, a good, reusable learning object
would allow the developer to plug in different elements in the parts of the
food web and to customize it for each ecosystem. Then, the developer could use
the object in the course multiple times. Then, that same learning object could
be used in other courses (Reiser & Dempsey, 2012) . All what that is
saying is, the developer takes a specific design or learning object, and turns
it into something else than can be used in other things. There are many
different objects that are reused, such as quizzes, videos, games, web programs
or interactive objects, and many others. So, in the past, I have taken
something that I have found on Google or Pinterest, and just put my own spin to
it. The finished project turned out to be a success. I like to reuse objects
that I have found because as beginning teachers, it is kind of a cheat method
of coming up with different things to go with a lesson. I will probably
continue to reuse other objects that are popular with certain ages or grade
levels in order to keep the students focused and engaged. I also learned about
the guidelines and best practices for using the learning objects. I never knew
the background of reusing learning objects or designs.
Networks or Web 2.0
technologies: There are many definitions of what exactly is Web 2.0
technology is or networks. However, I think they all end up meaning the same
thing. The Google definition says that it is the second stage of development of
the World Wide Web, characterized especially by the change from static web
pages to dynamic or user-generated content and the growth of social media. Web
2.0 tools utilize individual and group contributions to create value. Web 2.0
applications grow in value as they are used by learners and teachers (Reiser & Dempsey, 2012) . I would like to use
Web 2.0 or other networks as a method of getting my students more engaged with the
world around them. I will want to allow the students to explore appropriate Web
2.0 technologies so that they become familiar with the different technologies
and their uses/purposes. Since the Web 2.0 technologies offer so much (new
opportunities for learners to take control of their learning, encourage expressive
capability, more ways of working, and ways to attract an audience (Reiser & Dempsey, 2012) ), it would be an
effective move to make as a teacher. This leads to constructivist learning
philosophies and pedagogies that focus on a lot of areas. I would try to use
the Web 2.0 tools in almost every lesson in order for my students to gain those
skills that comes with working with Web 2.0. I will probably provide a list of
Web 2.0 tools that relate to the topic and then challenge my students to find
an alternate tool that relates to the topic as well.
Virtual worlds: Virtual
worlds are characterized by 3-D virtual environments that simulate real world
objects and interactions and are available to multiple users simultaneously, on
a global basis (Reiser & Dempsey, 2012) . A virtual world is
going to be one of my favorite tools to use in the future with my students. I have
heard of a lot of virtual world technologies that students really enjoy. I will
try to find virtual worlds that goes with the lesson. There are lots of virtual
worlds out there. One that I have heard of is an app that allows students to be
part of the rainforest and zoos. Virtual worlds offer hands-on and real live
experiences, which is good for students who probably aren’t able to get out
much and explore the world around them. And that is why I would want to
incorporate virtual worlds in my classroom, for the students who may not get the
chance to go to the zoo or anything along those lines. I think a virtual world
center station will be my plan in order to give the students time to play
around and be part of a virtual world. I like the attributes that were
mentioned on page 334 for virtual worlds (shared space online, visual
representation, interaction with their surroundings, the world persists whether
someone is online or not, and communities and groups are encouraged).
What learning goals
or objectives could the technologies you selected help learners foster? Could
the technology facilitate attainment of that learning goal better than
traditional instruction? Why or why not?
I think any form of technology will help the learners retain
information better than traditional instruction because the technology is a way
to engage the students. The technologies that I have selected are hands-on for
the most part. I believe students learn and keep information in better when
they are doing hands-on activities and have visuals that back up a certain
topic.
2. Section IX focuses
on issues related to instructional design, rather than new technologies:
professional ethics, diversity and accessibility, the nature of design, and
providing instructional guidance. For each of the technologies you selected
above, discuss what ethical issues using the technology might present. Does the
technology enhance accessibility and accommodate diverse learning needs? How
and/or can you design instruction using that technology? How much guidance
would instruction with that technology require? What kinds of guidance would be
necessary?
I don’t recall having any problems with the technologies
that I have used. I have always been good about making sure I follow the
guidelines and rules for using technology in the classroom or lessons. In the
past, I always previewed whatever technology tool, such as video or images,
that I would be using before presenting it to the class. If I was ever unsure, I
would ask a more advanced teacher who would know better than I would. I think
the rules and ethics of using technology is pretty understandable, and as
teachers, we go over those rules so we know what to do and what not to do and
also what is and isn’t appropriate. I believe the technologies I have chosen
does fit the diverse learning needs because there is something for everyone to
use and learn with. For each different learner, there is a special too for each
learner. When I use technology I like to go over it with the class and ask
questions or talk it over with the students so I know I touched every student’s
learning need. I think the amount of guidance will depend on the technology and
the grade/age level. With the younger ones, lots of guidance and a lot of
explaining will probably be needed. Middle level students will probably need a
little guidance because most of them are probably used to technology and can
work their way around using technologies.
Sorry my blog is long, I tend to ramble on and on… =)
References
Reiser, R. A., & Dempsey, J. V. (2012). Defining
the Field. In Trends and Issues in Instructional Design and Technology
(pp. 1-34). Boston: Pearson.
