My Philosophy of Instructional Technology
The University of Alabama - 2014
If students are to excel in learning, they need access to all necessary resources. Digital technology has become so commonplace in society that it would be counterproductive to not include it in the daily classroom routine. We use it to connect with each other via voice, email, text, or social media, to do our banking, to shop, to work, and to play. Schools must stay current and continually analyze their existing technology seeking to provide its teachers and students with suitable resources for teaching and learning. When appropriate, students should be allowed and encouraged to utilize personal smart phones, cameras, video recorders, laptops and other electronic devices in the classroom. However, technology must be integrated properly within the curriculum for it to be a successful learning tool and not a wasted activity.
I do not support a single learning theory or teaching method that can or should be applied to every learner in every learning situation, but rather a mix and match of theories and practices. It is important to study and understand the learning theories of such philosophical thinkers as Gagne, Piaget, Brunner, and Vgostsky, to name a few. Their research has laid a foundation in all levels of education and helped us understand how we learn.
Instructional technology integration lends itself well to constructivism. Driscoll (2005) states, “Constructivism is not one theory but a multitude of approaches” (p. 406). Likewise, technology can be used in to assist learning with a multitude of approaches. For instance, a video camera can be used to record an interview with a prominent figure, or to record a natural phenomenon that rarely occurs, or to film the process and results of a research project, and much more. Students who record and film these events will each construct their own understanding and come away with a different learning experience. Some constructivist methods of instruction include research-based learning (Orey, 2010, p. 249), hypermedia (Driscoll, 2005, p. 403), goal-based scenarios, and problem-based learning (Driscoll, 2005, p. 404).
Teachers should seek to understand the unique learning needs of their individual students. That does not mean that each child will receive their own customized instruction. It will, however, help the teacher in guiding and encouraging the strengths and weaknesses of each student. Teachers should have a strong knowledge of their subject matter and be able to effectively convey that knowledge to each student using sound pedagogy, appropriate teaching methods and resources, including various forms of technology. As technology changes, they too must change, adapt, and utilize new technology. Teachers, like their students, must continually learn. If a teacher can stay current with the things that matter to their students, they will be better able to communicate and translate that information into their lessons.
Whenever possible, teachers should guide students in creating their own learning goals (Driscoll, 2005, p. 391). This encourages self-motivation and self-regulation skills (Driscoll, 2005, pp. 327-328). It is also important that students master such skills as critical thinking, problem-solving, collaboration, and verbal and written communications. These are skills that can be used in the real-world outside the academic world and will be valuable in the ever changing job market. Many of these skills can be taught through resource-based learning. Orey (2010) explains, “When the constructivist educator uses resource-based learning, instruction is teacher-planned, but student-directed” (p. 249). Students typically gravitate to the resources they are most comfortable with. However, students should be encouraged to use a variety of resources, both digital and non-digital, that can help them learn not only what is required, but much more! Teachers should take into account that not all students, especially adult students, are at equal abilities when making assignments that require multi-media and digital technology tools. Collaborations or team-based projects may provide discovery learning opportunities that help to account for technical skill imbalances. Students who learn to effectively use technology will be better prepared to become productive citizens.
One method of integrating goal-based scenarios and problem-based learning is through games. According to Schaller, Allison-Bunnell and Nagel (2001), “While many computer games are not purposefully educational, the format is suitable for learning, if developed under the tenets of goal-based scenarios.” Games can be rich learning environments in which students set goals, learn concepts, and apply concepts in an in-game experience modeled as close to a real-world experience as possible.
As instructional technology includes not only the tools but also the processes by which we use the tools and solve problems (Pershing, Molenda, Paulus, Lee, & Hixon, 2000), teachers should consistently use an instructional design model. While there are many other models, I have personally used ADDIE for several years when constructing e-learning courses for adult learners. The acronym stands for analyze, design, develop, implement and evaluate. All the steps of an instructional design model are important, but I believe that evaluation is the most critical. Much of the technology used in instruction can be nothing more than busyness unless it has proven results that benefits the learner. We must evaluate the course goals and objectives, the instructional tool, how the tool is used in meeting the goals and objectives, and the learning outcome of each student as a result of the tool’s use.
Ultimately, I believe a teacher can instill a love and a habit of learning into the student. There is no curriculum to teach that skill, but rather a conglomeration of pedagogical methods, strong content knowledge, integration of instructional technologies, an earnest passion, and continual effort.
References
Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2010). Resource-based learning. In D. Anderson (Ed.), Emerging perspectives on learning, teaching, and technology. pp. 247-258.
Driscoll, M. P. (2005). Pscyhology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Pershing, J. A., Molenda, M. H., Paulus, T., Lee, L. H. J., & Hixon, E. (2000). Letters home: The meaning of instructional technology. TechTrends: Linking Research and Practice to Improve Learning, (44)1. pp. 31-38.
Schaller, D. T., Allison-Bunnell, S. & and Nagel, S. (2001). Developing goal-based scenarios for web education. Retrieved from http://www.eduweb.com/goalbasedscenarios.html.
If students are to excel in learning, they need access to all necessary resources. Digital technology has become so commonplace in society that it would be counterproductive to not include it in the daily classroom routine. We use it to connect with each other via voice, email, text, or social media, to do our banking, to shop, to work, and to play. Schools must stay current and continually analyze their existing technology seeking to provide its teachers and students with suitable resources for teaching and learning. When appropriate, students should be allowed and encouraged to utilize personal smart phones, cameras, video recorders, laptops and other electronic devices in the classroom. However, technology must be integrated properly within the curriculum for it to be a successful learning tool and not a wasted activity.
I do not support a single learning theory or teaching method that can or should be applied to every learner in every learning situation, but rather a mix and match of theories and practices. It is important to study and understand the learning theories of such philosophical thinkers as Gagne, Piaget, Brunner, and Vgostsky, to name a few. Their research has laid a foundation in all levels of education and helped us understand how we learn.
Instructional technology integration lends itself well to constructivism. Driscoll (2005) states, “Constructivism is not one theory but a multitude of approaches” (p. 406). Likewise, technology can be used in to assist learning with a multitude of approaches. For instance, a video camera can be used to record an interview with a prominent figure, or to record a natural phenomenon that rarely occurs, or to film the process and results of a research project, and much more. Students who record and film these events will each construct their own understanding and come away with a different learning experience. Some constructivist methods of instruction include research-based learning (Orey, 2010, p. 249), hypermedia (Driscoll, 2005, p. 403), goal-based scenarios, and problem-based learning (Driscoll, 2005, p. 404).
Teachers should seek to understand the unique learning needs of their individual students. That does not mean that each child will receive their own customized instruction. It will, however, help the teacher in guiding and encouraging the strengths and weaknesses of each student. Teachers should have a strong knowledge of their subject matter and be able to effectively convey that knowledge to each student using sound pedagogy, appropriate teaching methods and resources, including various forms of technology. As technology changes, they too must change, adapt, and utilize new technology. Teachers, like their students, must continually learn. If a teacher can stay current with the things that matter to their students, they will be better able to communicate and translate that information into their lessons.
Whenever possible, teachers should guide students in creating their own learning goals (Driscoll, 2005, p. 391). This encourages self-motivation and self-regulation skills (Driscoll, 2005, pp. 327-328). It is also important that students master such skills as critical thinking, problem-solving, collaboration, and verbal and written communications. These are skills that can be used in the real-world outside the academic world and will be valuable in the ever changing job market. Many of these skills can be taught through resource-based learning. Orey (2010) explains, “When the constructivist educator uses resource-based learning, instruction is teacher-planned, but student-directed” (p. 249). Students typically gravitate to the resources they are most comfortable with. However, students should be encouraged to use a variety of resources, both digital and non-digital, that can help them learn not only what is required, but much more! Teachers should take into account that not all students, especially adult students, are at equal abilities when making assignments that require multi-media and digital technology tools. Collaborations or team-based projects may provide discovery learning opportunities that help to account for technical skill imbalances. Students who learn to effectively use technology will be better prepared to become productive citizens.
One method of integrating goal-based scenarios and problem-based learning is through games. According to Schaller, Allison-Bunnell and Nagel (2001), “While many computer games are not purposefully educational, the format is suitable for learning, if developed under the tenets of goal-based scenarios.” Games can be rich learning environments in which students set goals, learn concepts, and apply concepts in an in-game experience modeled as close to a real-world experience as possible.
As instructional technology includes not only the tools but also the processes by which we use the tools and solve problems (Pershing, Molenda, Paulus, Lee, & Hixon, 2000), teachers should consistently use an instructional design model. While there are many other models, I have personally used ADDIE for several years when constructing e-learning courses for adult learners. The acronym stands for analyze, design, develop, implement and evaluate. All the steps of an instructional design model are important, but I believe that evaluation is the most critical. Much of the technology used in instruction can be nothing more than busyness unless it has proven results that benefits the learner. We must evaluate the course goals and objectives, the instructional tool, how the tool is used in meeting the goals and objectives, and the learning outcome of each student as a result of the tool’s use.
Ultimately, I believe a teacher can instill a love and a habit of learning into the student. There is no curriculum to teach that skill, but rather a conglomeration of pedagogical methods, strong content knowledge, integration of instructional technologies, an earnest passion, and continual effort.
References
Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2010). Resource-based learning. In D. Anderson (Ed.), Emerging perspectives on learning, teaching, and technology. pp. 247-258.
Driscoll, M. P. (2005). Pscyhology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Pershing, J. A., Molenda, M. H., Paulus, T., Lee, L. H. J., & Hixon, E. (2000). Letters home: The meaning of instructional technology. TechTrends: Linking Research and Practice to Improve Learning, (44)1. pp. 31-38.
Schaller, D. T., Allison-Bunnell, S. & and Nagel, S. (2001). Developing goal-based scenarios for web education. Retrieved from http://www.eduweb.com/goalbasedscenarios.html.
