My vision of instructional technology includes creativity, motivation and 21st century technology tools. Like a presentation designed in Prezi, when zoomed out you can see the entire plan, but in order to accomplish the large plan we are required to zoom in and pay close attention to smaller areas. If a small piece of the large plan is missing, we are less likely to achieve our vision. It is my responsibility as an instructional designer to facilitate technology integration in a systematic, learner-centered environment. Our global society is moving at a rapid pace, as a designer, I must adjust to the diversity of my settings. Being socially and culturally aware may aid in the design and integration of technology in any given situation.

 

Rooted in psychology, learning theories help construct important approaches to pedagogy in education. Whether these theories are approached separately or together, the instructor and the learner have much to gain by understanding these theories. By designing instruction that puts behaviorism, cognitivism and constructivism into practice, the instructor can stimulate various learning styles and students can benefit from differentiated instruction (Ertmer, 2013). Because students all learn differently, understanding educational theory has given me so much more to think about when designing instruction and integrating technology. If I can reach one more student by putting these theories into practice, I'm doing a better job as an educator.

 

In addition to learning theories, I have come to know and love Gagne's Nine Events of Instruction. Teaching requires a certain element of performance in order to gain students attention. Gagne's nine capitalizes on this thought by first challenging the educator to gain his or her students attention. Once attention is gained, students are more likely to tune into the lesson objectives. Next, students are asked to recall prior knowledge in relation to the objectives. Calling on what students already know will help them connect their prior knowledge to the new materials being presented. Once the new materials have been presented, instructors must continue to communicate and guide students to gauge how they are doing. Students then need to be given time and materials to practice their new knowledge in order to retain it. Once they have practiced, providing feedback is vital to correct mistakes and allow students to understand "why" something was incorrect so they learn not to make the same mistakes again (Walsh, 2010). Next the instructor assesses performance, which should match the objectives created at the beginning of the lesson. Finally, in order for students to retain and transfer what they have learned, the instructor should give examples of how to apply the new knowledge outside the classroom. As an instructor Gagne's Nine provides a systematic approach to creating interesting, educationally rich lessons.

Student’s learn when they are challenged and interested in the subject, feel support from their teacher, when the environment is comfortable, and when they are free to explore the subject creatively through their own experiences (Thompson, 2012). When technology is properly integrated within curriculum, students are given the creative freedom to create using technological tools. In a 2011 study conducted by Vasinda and McLeod, it was found that integrating podcasting in the form of reader's theatre boosted literacy by one or two grade levels.  As an instructional technologist, it is my goal to find effective ways to integrate technology and allow students the freedom to create.

 

As a believer of creativity in education, and the current need for creativity in our global society, instructors, despite the required standardize testing, need to allow students to be creative and teach students practical application in their areas of interest. Calling on students to critically think and creatively problem solve a "real world" situation is more valuable than lecturing for students to memorize information to take a test. Students have a greater chance for information transfer and retention of knowledge when they are challenged and engaged. In his article Education: Making a Case, Ron Wolk observes, "Standardized tests do not measure the kinds of learning and other accomplishments that parents and society value" (Wolk, 18).

 

Student motivation occurs when students are invested in what they are learning and are provided with an environment that nurtures and supports their creativity. Individuals are more likely to be creative in an environment that suits them. Without the comfort of their surroundings, student creativity may fail to surface (Sternberg, 2006 p.89). Designing a project based classroom makes students feel like they are part of a community in which each of their roles is vital to the creative process and project. Classroom space should be a working, artistic creative area where students are free to explore their creativity and learn in a project-based, collaborative environment. "When students gather to present ideas, a comfortable environment is key in the creative process. Cookson also note, students "need a consistent environment where they can have face-to-face interactions" (Cookson, 2006).

 

When combined with dynamic material and effective design, technology offers continued growth in education. Challenging students to combine 21st century learning tools with creativity in education prepares students for a global society. As an educator I know it is my job to continue to grow and evolve with educational needs and the development of technology.

 

Future Plans

Technology is always trending. As and educator, I have now learned to evaluate a trend and ask how it is useful and where it would best fit in an educational situation, if at all? My future plans as an educator include participating in regular professional development, so that I will stay current with new educational discovery. Using social media and other Web 2.0 tools to stay connected is also a key element of my future plans.

           

As a future workshop facilitator, I understand the importance of feedback.  I must continue to evaluate the technologies that I am introducing and refine instruction to best-fit student needs.

 

 

References

 

Cookson, P. R. (2006). Your ideal classroom. Teaching Pre K-8, 36(5), 14-16.

 

Ertmer, P.A., & Newby, T.J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2) pp. 43-71. DOI 10.1002/piq

 

Sternber, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.

 

Thompson, D. E. (2012). Music technology and musical creativity: making connections. General music today, 25(3), 54-57.                     doi: http://dx.doi.org/10.1177/1048371311434639

 

Vasinda, S. (2011). Extending Readers Theatre: A Powerful and Purposeful Match With Podcasting. Reading Teacher, 64(7), 486-497.

 

Walsh, Steven. (2010). A shot of theory- gagne's 9.             http://www.kineo.com/resources/top-tips/learning-strategy-and-design/a-shot-of-theory-gagnes-9-events

 

Walsh, Steven. (2010). Feedback. http://www.kineo.com/resources/top-tips/learning-strategy-and-design/feedback

 

Wolk, R. (2010). Education: the case for making it personal. Educational Leadership, 67(7), 16-21.