Foundation
Image retrieved from https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQMzw-QjxfgvCsmjIHluKhe0zvjwRAUlemS-PwjlH_mOMym4DGzSdKcGXYg&s
IT Definition
IT Definition
Although there are so many definitions of the field, I believe that providing engaging and effective learning experiences to learners using the available technology is at the core of Instructional Technology.
Although there are so many definitions of the field, I believe that providing engaging and effective learning experiences to learners using the available technology is at the core of Instructional Technology.
Throughout the years, the focus of the field has shifted from effective “instruction” to “learning”, and then to “learning and performance”. In that sense, I feel that the definition presented by AECT (2008) below is a good one as it addresses the focus on “learning and performance” and hints at the design, development and evaluation processes;
Throughout the years, the focus of the field has shifted from effective “instruction” to “learning”, and then to “learning and performance”. In that sense, I feel that the definition presented by AECT (2008) below is a good one as it addresses the focus on “learning and performance” and hints at the design, development and evaluation processes;
"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."
"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."
Image retrieved from https://www.pxfuel.com/en/free-photo-xdejp
A Brief History of IT & Key Scholars in the Field
A Brief History of IT & Key Scholars in the Field
World War II was a significant event influencing the field of instructional technology. It was a time when the members of the military had to be trained in a shorter amount of time, and high rates of failure in the program were not acceptable. There was a strong demand for effective training. To achieve success, psychologists and educators worked together to design, develop and implement training materials, and they continued their work even after the war.
World War II was a significant event influencing the field of instructional technology. It was a time when the members of the military had to be trained in a shorter amount of time, and high rates of failure in the program were not acceptable. There was a strong demand for effective training. To achieve success, psychologists and educators worked together to design, develop and implement training materials, and they continued their work even after the war.
Gagne, Briggs, and Flanagan were influential names. As media, they made use of training films, overhead projectors and other audiovisual materials. Their design process was based on research and theory related to instructional principles, learning and human behavior. After World War II, training was seen as a system and more innovative analysis, design and evaluation procedures took place.
Gagne, Briggs, and Flanagan were influential names. As media, they made use of training films, overhead projectors and other audiovisual materials. Their design process was based on research and theory related to instructional principles, learning and human behavior. After World War II, training was seen as a system and more innovative analysis, design and evaluation procedures took place.
Image retrieved from https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-2011/theorist/robert-reiser
ROBERT GAGNE - With the publication of his book “The Conditions of Learning (1965), Gagne described 5 domains of learning outcomes; verbal information, intellectual skills, psychomotor skills, attitudes, and intellectual skills. In the same volume of his book, he described 9 events of instruction. Also, his work in the learning hierarchies suggest that in order to master a skill, one should start with learning subordinate skills that will take the learner to the end goal. These contributions are considered key elements of instructional design models.
ROBERT GAGNE - With the publication of his book “The Conditions of Learning (1965), Gagne described 5 domains of learning outcomes; verbal information, intellectual skills, psychomotor skills, attitudes, and intellectual skills. In the same volume of his book, he described 9 events of instruction. Also, his work in the learning hierarchies suggest that in order to master a skill, one should start with learning subordinate skills that will take the learner to the end goal. These contributions are considered key elements of instructional design models.
Image retrieved from https://www.chronicle.com/article/Robert-Glaser-Scholar-Who/130856
ROBERT GLASER - He described an instructional system consisting of 5 components (1962); instructional goals, entering behavior, instructional procedures, performance assessments, and research and development logistics. He was also the first to use the term criterion-referenced testing in order to assess the entry level behavior of a student compared to the behavior an instructional program aimed to teach.
ROBERT GLASER - He described an instructional system consisting of 5 components (1962); instructional goals, entering behavior, instructional procedures, performance assessments, and research and development logistics. He was also the first to use the term criterion-referenced testing in order to assess the entry level behavior of a student compared to the behavior an instructional program aimed to teach.
Image retrieved from https://en.wikipedia.org/wiki/Benjamin_Bloom
BENJAMIN BLOOM - In a committee led by Bloom (1956), scholars came up with what is known as Bloom’s taxonomy. They proposed that the three domains of learning are cognitive (what one knows or thinks), psychomotor (what one does, physically) and affective (what one feels, or what attitudes one has). Bloom also describes the cognitive domain as consisting of six objectives; knowledge, comprehension, application, analysis, synthesis and evaluation, which are really important to know when writing learning objectives for a course.
BENJAMIN BLOOM - In a committee led by Bloom (1956), scholars came up with what is known as Bloom’s taxonomy. They proposed that the three domains of learning are cognitive (what one knows or thinks), psychomotor (what one does, physically) and affective (what one feels, or what attitudes one has). Bloom also describes the cognitive domain as consisting of six objectives; knowledge, comprehension, application, analysis, synthesis and evaluation, which are really important to know when writing learning objectives for a course.
Learning Theories
Learning Theories
Behaviorism - Cognitivism - Constructivism
Behaviorism - Cognitivism - Constructivism
This YouTube video presents the key points for each learning theory.
This YouTube video presents the key points for each learning theory.
Looking at the three major learning theories, one can say that that each has its unique characteristic roles for the learner and the teacher.
Looking at the three major learning theories, one can say that that each has its unique characteristic roles for the learner and the teacher.
Behaviorism
Behaviorism
In a behavioristic approach associated with Skinner (1974), the learner has a passive role where learning is shaped by positive reinforcement. Although I believe students should take a more active role in their learning, I believe in the power of reinforcing the behavior in a positive way with verbal and written feedback to ensure that learning takes place.
In a behavioristic approach associated with Skinner (1974), the learner has a passive role where learning is shaped by positive reinforcement. Although I believe students should take a more active role in their learning, I believe in the power of reinforcing the behavior in a positive way with verbal and written feedback to ensure that learning takes place.
Image retrieved from https://innovativelearning.com/educational_psychology/cognitivism/index.htm
Cognitivism
Cognitivism
Cognitivism deals with what happens in the mind such as thinking and problem-solving, and building new knowledge upon prior knowledge in order to learn something. In that sense, it is really important for us, the educators, to provide learning activities that will “assist learners in processing information” (Driscoll, 2018). To me, that means I have to make sure I am not bombarding the learners with too much cognitive load, but plan my lessons step by step, activating prior knowledge first and then present the new material as easy to understand, cognitively manageable chunks.
Cognitivism deals with what happens in the mind such as thinking and problem-solving, and building new knowledge upon prior knowledge in order to learn something. In that sense, it is really important for us, the educators, to provide learning activities that will “assist learners in processing information” (Driscoll, 2018). To me, that means I have to make sure I am not bombarding the learners with too much cognitive load, but plan my lessons step by step, activating prior knowledge first and then present the new material as easy to understand, cognitively manageable chunks.
Image retrieved from http://rationalmathed.blogspot.com/2009/02/constructivism-we-dont-need-no.html
Constructivism
Constructivism
Regarding the constructivist theory of learning, I can say that I lean towards it more than the other two theories I mentioned above. The reason behind is that it allows for more “active, authentic learning” as Brent Wilson (2018) words it in his article about constructivism. Drawing some key principles of Vygotsky’s (1978) theories of learning such as social interaction, the more knowledgeable other, and the zone of proximal development, constructivism encourages the learner to take ownership and an active part in their learning while constructing their knowledge with others in a meaningful and authentic way.
Regarding the constructivist theory of learning, I can say that I lean towards it more than the other two theories I mentioned above. The reason behind is that it allows for more “active, authentic learning” as Brent Wilson (2018) words it in his article about constructivism. Drawing some key principles of Vygotsky’s (1978) theories of learning such as social interaction, the more knowledgeable other, and the zone of proximal development, constructivism encourages the learner to take ownership and an active part in their learning while constructing their knowledge with others in a meaningful and authentic way.
IT Trends
IT Trends
Technology is evolving constantly! The current practices in education technology might be outdated before we know. International Society for Technology in Education (ISTE) lists the current trends in the last few years as follows:
Technology is evolving constantly! The current practices in education technology might be outdated before we know. International Society for Technology in Education (ISTE) lists the current trends in the last few years as follows:
- The four C’s of education (Communication, critical thinking, collaboration and creativity
- The four C’s of education (Communication, critical thinking, collaboration and creativity
- Redesigned learning spaces and innovative learning
- Redesigned learning spaces and innovative learning
- Computational thinking
- Computational thinking
- Project-, problem- and challenge-based learning
- Project-, problem- and challenge-based learning
- Maker programs and activities
- Maker programs and activities
- Computational thinking, coding and robotics
- Computational thinking, coding and robotics
- AR, VR, and mixed reality
- AR, VR, and mixed reality
- Personalized learning
- Personalized learning
My Educational Philosophy & The Role of Technology
My Educational Philosophy & The Role of Technology
As an educator, my educational philosophy is shaped by many factors. However, I believe that what I have experienced as a learner and what I have been doing as an instructor over the years have greatly influenced my thoughts on education. When I look back at the learning and teaching experiences, not everything is ideal or positive all the time; there are trials and errors, and big learning curves, and it will continue to be so as education is a very dynamic term and it is hard to define it only in one way. Every learning and teaching situation is different and learners come with various needs and expectations. Believing this, I find it hard to base my educational philosophy on just one specific learning theory among behaviorism, cognitivism, and constructivism. I think an eclectic approach combining the necessary aspects of each learning theory would describe my educational philosophy better.
As an educator, my educational philosophy is shaped by many factors. However, I believe that what I have experienced as a learner and what I have been doing as an instructor over the years have greatly influenced my thoughts on education. When I look back at the learning and teaching experiences, not everything is ideal or positive all the time; there are trials and errors, and big learning curves, and it will continue to be so as education is a very dynamic term and it is hard to define it only in one way. Every learning and teaching situation is different and learners come with various needs and expectations. Believing this, I find it hard to base my educational philosophy on just one specific learning theory among behaviorism, cognitivism, and constructivism. I think an eclectic approach combining the necessary aspects of each learning theory would describe my educational philosophy better.
The role of technology becomes more crucial today than ever. Technology is everywhere, in all aspects of our lives and it is no wonder it influences education in ways that were unthinkable even just a few years ago. Traditionally, education meant schools and institutions limited to physical buildings in the most common sense. Technology transformed that and showed us that learning can happen anytime, anywhere just when we are ready and willing to learn. With carefully designed and selected tools and materials to support learning, we can find answers to our immediate questions, learn at our own pace and ability (adaptive learning), get prompt feedback, work collaboratively with others, take responsibility for our own learning and engage in meaningful and authentic learning experiences. In short, all the aspects of different learning theories and models can be successfully incorporated in many possible ways. As an instructor who tries to make a sensible and an informed use of technology to best fit the various learning needs of my students, I know that technology is there to provide valuable opportunities if we know how to utilize it correctly.
The role of technology becomes more crucial today than ever. Technology is everywhere, in all aspects of our lives and it is no wonder it influences education in ways that were unthinkable even just a few years ago. Traditionally, education meant schools and institutions limited to physical buildings in the most common sense. Technology transformed that and showed us that learning can happen anytime, anywhere just when we are ready and willing to learn. With carefully designed and selected tools and materials to support learning, we can find answers to our immediate questions, learn at our own pace and ability (adaptive learning), get prompt feedback, work collaboratively with others, take responsibility for our own learning and engage in meaningful and authentic learning experiences. In short, all the aspects of different learning theories and models can be successfully incorporated in many possible ways. As an instructor who tries to make a sensible and an informed use of technology to best fit the various learning needs of my students, I know that technology is there to provide valuable opportunities if we know how to utilize it correctly.
References
References
Driscoll, M. P. (2018). Psychological Foundations of Instructional Design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 52-58). New York, NY: Pearson
Skinner, B. F. (1974). About Behaviorism. San Francisco, CA: Knopf.
Teaching and Learning Theories. (n.d.). Retrieved from https://tomprof.stanford.edu/posting/1505
Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.
Wilson, B. G. (2018). Constructivism for active, authentic learning. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 61-66). New York, NY: Pearson