1). Reusable Designs
Reusable
designs is when you have interactive objects, videos, quizzes, and other
materials that you have already used and would like to use it again for the following
year. It is nice to be able to use it more than one time, particularly if the
object is customizable, and can be used in developing an entire curriculum. For
example, a course on environmental science may have diagrams of food webs for different
ecosystems. A good reusable learning object would allow the developer to plug
in different elements in the parts of food web and to customize it for each
ecosystem. Then, the developer could use the objects in the course multiple
times. Then, that same learning object could be used in other courses, such as
biology, zoology, earth sciences, and even more specialized courses such as
forestry, renewable energy, and water management. Another example could involve
interactive quizzes. The same interactive quiz form could be customized for each
course within a curriculum. The content would be unique, while the form and
function would stay the same. As a result, the quiz could create a sense of
continuity and uniformity, which helps with branding as well as a sense of
predictability and confidence for instructors as well as learners.
I
could apply the reusable design in my instruction. Teachers reuse lessons and
technology for different subjects or activities. And I have done it also. Reusing
designs could help students because they would be familiar with it and when
students recognize things it helps them perform better. Yes, I believe
technology could facilitate attainment of that learning goal better than
traditional instruction because technology engages students.
Rich Media
Rich
media are using things such as video, animation, and audio to help people
learn. The bandwidth of internet and intranet technology now supports delivery
of high-end media more than in the past. In fact, current technology has
greater capacity to deliver information to learners than leaners have
psychological capacity to assimilate that information. This is what is meant by
the paradox of rich media. Rich media will benefit learners only to the extent
that its capabilities are harnessed in ways that support human learning
processes.
I
can definitely apply rich media in my classroom. I could use it with all
subjects by showing educational video clips and sing along songs for first
graders. The learning goal for using rich media is to ensure students grasp
what they are learning. Yes, I believe that technology facilitate attainment of that learning goal
better than traditional instruction because instructional environments should
be interactive, provide ongoing feedback, grab and sustain attention.
Digital
Games
Game design has a lot to teach us
about learning, and contemporary learning theory has something to teach us
about designing better games. One main challenge for educators who want to
employ or design games to support learning is making valid inference about what
the students knows, believes, and can do at any point in time, at various
levels, and without disrupting the flow of the game (hence engagement and
learning). One way to increase the quality and utility of an assessment is to
use evidence-centered design (ECD), which informs the design of valid
assessments and yields real-time estimates of students competency levels across
a range of knowledge and skills. Accurate information about the student can be
used as the basis for delivering timely and targeted feedback as well as
presenting a new task or quest that is right at the cusp of the student’s skill
level, in line with flow theory and Vygotsky’s zone of proximal development.
I can apply digital games in my
classroom. I could use digital games to assist my students in learning to read
and learning math. Students learn best when they think they are having fun. Yes,
I believe that technology
facilitate attainment of that learning goal better than traditional instruction
because learning is at its best when it is active, goal-oriented, contextualized,
and interesting.
2). I don’t
have any problems with the technologies that I use in my classroom. I make sure
that I follow the technology guidelines for lessons. Before presenting a lesson
to my students, I would review ahead of time whatever technology tool that I would
be presenting to my students so I can make sure I know how to work it and that
it is grade appropriate. If I had any problems or wasn’t quite sure how to work
the technology tool I would just ask a co-worker or someone from the tech
department for assistance so I can be prepared for my students. I think the
rules and ethics of using technology is understandable and as teacher we always
review the rules before-hand to ensure it is grade appropriate. I believe the
technologies that I have chosen for student learning purposes meets the diverse
learning needs of my students because there is something for to help everyone learn.
For each different learner, there is
a special too for each learner. When I chose a new technology I like to go over
it with my students and ask question to make sure they understand what it is
and how to operate it. I think guidance
will depend on the technology and the grade/age level. With the younger children,
lots of guidance and a lot of explaining will probably be needed. Middle level children
will probably need a little guidance because most of them are probably used to
technology and can work their way around using the different technologies.
Reference:
Reiser , R. A. & Dempsey, J. V. (2002).Trends
and Issues in Instructional Design and Technology. Upper Saddle River, N.J.:
Merrill/Prentice Hall, c2002
