Module-I Introduction to Instructional Technology.pdf

8/13/2019 Module-I Introduction to Instructional Technology.pdf

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Master of Science in Secondary Education of

Students who are Deaf or Hard of Hearing

Educational Technology

and

Teaching

Module I - Introduction to InstructionalTechnology

Week 1

National Technical Institute for the deafRochester Institute of Technology


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Notes to the instructor

Please review chapter 1 from Gagnes

book and 1 & 2 from Heinich et. al text book

and the instructors resource guide before

presenting the powerpoint. The topics

included in this ppt are:

Overview of the field of Instructional technology

Introduction to learning theories

Introduction to Instructional Media


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Overview of Instructional

Technology Instructional Design: systematic development of

instructional specifications using learning andinstructional theory to ensure the quality of

instruction.

Instructional Development: process ofimplementing the design plans.

Instructional technology: systemic and systematicapplication of strategies and techniques derived

from behavioral, cognitive, and constructivist

theories to the solution of instructional problems.(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)


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Instructional Design + Instructional Development

=

Instructional Technology

(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)


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Introduction to Learning

Theories Theory

Provides a general explanation for observations made over time.

Explains and predicts behavior. Can never be established beyond all

doubt and may be modified.

Theories seldom have to be thrown out completely if thoroughly tested

but sometimes a theory may be widely accepted for a long time and

later disproved.

(Dorin, Demmin & Gabel, 1990)

Learning

Development of new knowledge, skills, or attitudes as an individual

interacts with information and the environment.

Learning Environment Includes the physical facilities, psychological atmosphere, instructional

methods, media, and technology.(Heinich, et.al, 2002)


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Behaviorism, Cognitivism and

Constructivism - The Basics Behaviorism: Based on observable changes in

behavior. Behaviorism focuses on a new behavioral

pattern being repeated until it becomes automatic. Cognitivism: Based on the thought process behind

the behavior. Changes in behavior are observed,

and used as indicators as to what is happeninginside the learner's mind.

Constructivism: Based on the premise that we allconstruct our own perspective of the world, through

individual experiences and schema. Constructivismfocuses on preparing the learner to problem solve inambiguous situations.

(Schuman, 1996)


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What Works and How Can We

Use It? Behavioral

tasks requiring a low degree of processing (e.g., basic pairedassociations, discriminations, rote memorization) seem to be facilitated

by strategies most frequently associated with a behavioral outlook (e.g.,stimulus-response, contiguity of feedback/reinforcement).

Cognitive

Tasks requiring an increased level of processing (e.g., classifications,rule or procedural executions) are primarily associated with strategies

having a stronger cognitive emphasis (e.g., schematic organization,analogical reasoning, algorithmic problem solving).

Constructive

Tasks demanding high levels of processing (e.g., heuristic problemsolving, personal selection and monitoring of cognitive strategies) are

frequently est learned with strategies advanced by the constructivistperspective (e.g., situated learning, cognitive apprenticeships, socialnegotiation.

(Ertmer P. & Newby, T., 1993)


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Gagn (1985)how learning could be demonstrated:

intellectual skills - concepts

are demonstrated by labelling or classifying things, intellectual skills - rules

are applied and principles are demonstrated,

intellectual skills - problem solving

allows generating solutions or procedures, cognitive strategies

are used for learning,

verbal informationis stated,

motor skillsenable physical performance,

attitudesare demonstrated by preferring options.


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Introduction to

Instructional Media Technologyis both a product and a process

Instructional materials are products of the application oftechnologicalprocesses

Medium (plural, media) is a channel of communication

Anything that facilitates information between a source and areceiver

Examples include, Video, TV, audio, computers, printedmaterials, and instructor

Instructional Media is NOT synonymous with InstructionalTechnology, it is a subsetof Instructional Technology.


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Role of Media in Learning Instructor directed

Supplemental support for the live classroom

instruction

Its effectiveness depends on the instructor Instructor-independent/Self-instruction

Objectives, guidance for achieving the

objectives, materials, and self-evaluation are

provided

Cooperative learning is closely related


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Instructional Methods Presentation

Demonstration Discussion

Drill and Practice

Tutorial Cooperative learning

Gaming

Simulation Discovery

Problem solving


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The Pervasiveness of Instructional Media

12

3

4

5

6

7

8

9

AUDIENCE MESSAGE MEDIUM METHOD SETTING


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Technologies for Learning

Technologies for Learning is defined as specific teaching-learning

patterns that serve reliably as templates for achieving demonstrably

effective learning.

for INDIVIDUAL instruction:

Programmed Instruction, Programmed Tutoring

Personalized System of Instruction (PSI), Learning Centers

for SMALL GROUP instruction:

Cooperative Learning, Games, Simulations, Simulation

Games

for LARGE GROUP instruction: Mastery Learning, Programmed Teaching


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Successful instruction

includes a number ofcommon features

Active Participation

Practice

Individual Differences

Feedback

Realistic Context Social Interaction


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References Berger, C., Kam,R. (1996). Definitions of Instructional Design. [On-line].

Available: http://www.umich.edu/~ed626/define.html Dorin, H., Demmin, P. E., Gabel, D. (1990). Chemistry: The study of matter.

(3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.

Ertmer, P. A., Newby, T. J. (1993). Behaviorism, cognitivism,constructivism: Comparing critical features from an instructional design

perspective. Performance Improvement Quarterly, 6 (4), 50-70 Heinch, R., Molenda, M., Russell, J., and Smaldino, S. (2002). Instructional

Media and Technologies for learning (7th ed.). Englewood Cliffs, NJ:Prentice Hall, Inc.

Mergel, B. (1998). Instructional Design and Learning theories. [On-line].Available:http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Schuman, L. (1996). Perspectives on instruction. [On-line]. Available:http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htmhttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htmhttp://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.htmlhttp://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.htmlhttp://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.htmlhttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Module-I Introduction to Instructional Technology.pdf

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