Section 7 New Directions in IDT
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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
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?
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 use learner-centered rich media in my classroom keeping in
mind simple diagrams rank higher to enhance learning than complex diagrams or
text only. My students have been labeled as behavior problems and do best with
simple graphics that represent positive behaviors or negative, unsatisfactory
behaviors. A behavior with an objective such as learning to raise your hand and
having the teacher recognize you want to speak may seem elementary. I know
learning has occurred when the the student consistently practices this
behavior. My words for the same purpose may simply be noise without the
supplemental, plain graphic posted in my room.
I use the following games: Mathematical Manipulatives,
Science 360, and BrainPOP animated-content, and Common Sense for any grade
appropriate curriculum. Each of these games allows me to combine enjoyment tied
to a learning concept. For example, with Mathematical Manipulatives, the learning
objective of it is to visualize the problem.
Students are not focused on my
words only. They are engaged visually and make oral replies or point to an
object on a screen to demonstrate learning, or manipulate the numbers.
I do not use any virtual worlds at this time but believe
they could be meaningful to my students. An example might be Herotopia because
my students have disadvantaged backgrounds lacking in encouragement and suffer
from being labeled as behavior problems who cannot function successfully in a
mainstream classroom. Before I introduced it to my students, I need to practice
using this virtual world.
As long as I have
definite learning objectives when I use rich media, games, or virtual worlds, I
am practicing ethical behavior. If I prefer one game or virtual world to
another, it will be because it reinforces my learning objective for a student. I
am culturally aware and sensitive to the different perspectives of my students
as I am not of the American culture myself. I understand sensitivities can be
breached even if unintended. I instruct not based on the technology but instead
as a supplement and reinforcement to my learning objectives. Because much of
the technology designed for the elementary student is enjoyable to learn, it
often seems like a form of play to them. Who would not like to learn how to
play a game or be a part of of virtual world?
The type of guidance necessary depends of the experience of
the student using any technology at all. I would be practicing myself before I
introduced a game or virtual world to keep the learning process from
stagnating. Besides introducing first steps, some coaching may be necessary
until learners conquer the basics. I want to stress that no game or virtual
world is an end in itself and must complement or reinforce my learning object
in using it.
