Section 1: Defining the Field

My definition of instructional or educational technology is similar to the early definition described in Chapter 1 which focused on the physical means by which instruction was presented to learners. I equate instructional or educational technology as a means of learning with the assistance of media. As with any instruction, I feel it is a process, a cycle, with revision possible at every turn. I especially agree with the five domains of instructional technology, which I feel educators employ frequently in their lessons. But I view the latest definition from AECT as more in line with 21^st century learning in that it includes facilitation of learning, which is learner centered. My view on the meaning of instructional or educational technology has not changed entirely, but I am considering the newer definition and revising my own definition as I continue reading more into instructional and educational technology.

My last training was on coaching and mentoring, and after reviewing the characteristics of instructional design I feel the trainers did not touch on all six aspects of ID. In fact, as I reflect back on my classroom days, neither did I. The coaching and mentoring training was a first-ever type of training of the district’s latest initiative on Classroom Instructional Framework by in-district trainers. The training had not been implemented before on any staff level. So I feel concept No. 4, Instructional design assumes outcomes can be measured in a reliable and valid way, was not met at that time. Our district is holding a 2^nd year training on coaching and mentoring in February 2013 and perhaps in this upcoming training they will meet the six characteristics of ID because they should be including outcomes (hopefully positive) of last year’s training, thus helping to make this 2^nd training reliable and valid. One thing I can say for sure is that the coaching and mentoring trainers work in teams and all their trainings are a group effort, which I can’t say for me in the classroom. In retrospect, I employed the first five steps of instructional design in formulating lessons; however, I did not work as part of a team in designing same. In keeping true with the instructional design process, I would work together with my colleagues to formulate my (our) lessons.

I feel the author in Chapter 3 excluded teachers, chalkboards, and textbooks from the definition of instructional media because he was referring to media as the form of technology used for communicating instruction, not for the design of the instruction. I would include teachers, chalkboards, and textbooks in instructional media because they are among primary methods by which instructional media is conveyed; however, I do not agree that the purpose of instructional design is to incorporate media because media is not always incorporated into instructional designs. From the readings I understand the origins of instructional design, which at the time of WWII made sense for training purposes, but, to say that the purpose of instructional design is to incorporate media would limit the basis for designs. Not all instruction or processes  deal with media.