Thing 1 “Definitions of Instructional Technology”: Text defines educational technology as a combination of the processes of tools involved in addressing educational needs and problems, while emphasizing the importance of applying the most current tools of technology. The four perspectives that define educational technology are Media and Audio-Visual Communications, Computer Systems, Instructional Systems and Design, and Vocational Training. What does all that even mean to a ten year old sitting in my elementary lab? Technology will never have a concrete definition as it relates to society. We live in an ever changing global society, where technology is changing by the minute causing many issues relating to educational technology. The ten issues ranking in at the highest are accountability and the standards movement, funding for educational technology, the digital divide, racial and gender equity, the role of distance education, privacy and safety, viruses and hacking, online plagiarism, anti-technology sentiments, and information literacy. As I teach my students from day to day, I personally find the most frustrations for the students as it relates to information literacy. Students know what technology is especially an ipad, tablet, or kindle. They could even select the games blindly, but when faced with typing a paragraph into word or sending an email, they look strangely into space. As educators, we must embrace the changes of technology and lead students to have a broader perspective.
Thing 2 “Technology Integration”: There are both objectivist and constructivist views that stand as the basis for learning technology. Objectivist shaped the direct model because they believe that learning happens as knowledge passed on by instruction, and then it is stored in their mind. Constructivists on the other hand believe that learning happens through hands on experiences. The Technology Integration Planning (TIP) Model was formed to help teachers try to incorporate technology into their classroom. There are six phases to the TIP model. Phase one is to reflect on technological pedagogical content. This allows teachers to reflect on where they are and accept their own knowledge. Teachers who establish where they stand can then move on to stage two, which is where teachers will determine relative advantage and decide whether the use of technology is more beneficial in the classroom. Teachers will then determine to move on to stage three to decide objectives and how to assess them. Fourth the teachers design integration strategies by deciding which learning method they will use. Fifth the teachers prepare the instructional environment to ensure they have the tools and proper equipment needed for instruction. Lastly, they evaluate and revise integration strategies to determine if changes should be made in the future. Though the model sounds lengthy and time consuming, it is really beneficial to teachers and serves as a practical basis for teaching with technology.