Semiotics and Instructional Technology Abstract The purpose of my paper is to define and discuss semiotics and relate it to instructional technology. Discussing Semiotics Huyghe says that if you are a semiologist, then you study systems of signs (Huyghe, 1993, p.1). This area of discussion can cover a broad range of topics from hieroglyphic writing to "Masks and the semiotics of identity." "In semiotic terms, an icon is a variety of sign that bears a resemblance to its object; a diagram
What is Instructional Technology? Describing Instructional Technology (IT) is a lot like herding cats – it can probably be done but it won’t be easy. It has been a difficult question for educational researchers and technologists to answer. Few other fields have such a difficulty in self-definition. Everyone can readily define such fields as psychology and biology, but the IT field is so new that no one has a definite answer. The term instructional technology is further confused because it is
Qualitative Research for Instructional Technology Background: A trend of the past several years has been the growing use of qualitative research for educational research. Qualitative research, broadly defined, means "any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification. Where quantitative researchers seek causal determination, prediction, and generalization of findings, qualitative researchers seek instead illumination
Knowledge Management and Instructional Technology The new "buzz word" in many corporate circles currently is the term "Knowledge Management or K.M." KM is considered mostly a role for the Information Technologist because of its storage of the company's information on databases. Because of the "info-glut" that is occurring in many corporations, K.M. is strongly becoming the role for the Instructional Technologist to group that information into training modules for the corporate Intranet, so that
The Work of Robert Gagné Overview The fundamental concern of instructional design is the creation of more effective learning environments for learners. In order to do this, instructional designers must consider the various learning styles and stages of development of the learners as they interact with course material and develop a mature understanding of a topic. According to Ormrod (1995), theories of learning provide explanations about the underlying mechanisms involved in the learning
Use with caution: Turnitin.com by Valerie Balester, Executive Director We were informed this past summer by Instructional Technology Services that students should not include identifying information on work submitted to Turnitin.com. ITS is concerned about reservations expressed by the U.S. Department of Education regarding student privacy and FERPA regulations. However, some professionals within the field of composition instruction have other concerns: plagiarism detection software like Turnitin
As a candidate in the in the Instructional Technology program, I have engaged in a variety of field experiences that demonstrate my ability to synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards. For this reflection, I will reflect on my ability to facilitate the use of adaptive and assistive technologies to support the individual student learning needs of a 5th-grade student diagnosed with ADHD. In this field experience, I utilized
Model Overview Organizations are constantly faced with finding solutions to their problems. Often times they demand training to act as a quick fix to their problems; thus, trainers need to make needs assessment an essential part of their instructional design process. Otherwise, according to Zemke (1998), trainers "could very well end up doing a marvelous job of solving the wrong problems". Therefore, the trainer's challenge is to find the problem and to understand it sufficiently so that it
the explanations...which we [the learners] fabricate for them (Hein, 1991, p.1). To construct a meaning to the philosophy of constructivism, the misunderstandings of constructivism, its value in the world of teaching, and its influence in instructional technology will be discussed. Misunderstandings lead to an Understanding Because constructivism is sometimes viewed as a new pedagogy rather than a new philosophy of learning, many incorrect assumptions are made about its implications and applications
1995). The component display theory provides a list of prescriptions for designing instruction for different kinds of instructional outcomes. The component display theory is a type of analysis that emphasizes on different components of instruction for different types of instructional goals. The component display theory is an attempt to create the best combination of instructional strategies to produce a particular learning outcome (Reigeluth, 1999). The component display theory is divided into
While many people embrace change and technology, many other people are big opponents of having such technology brought into our classrooms. Those who oppose education entering into a technological world with the iPad believe there could be damage to the students’ health, such as internet addiction, depression, or vision problems. Those opponents also believe that such a device is too pervasive and this younger generation is simply a tablet-carrying, smart-phone obsessed, technologically dependent
9 & 10 MODULE 5 FUTURE OF INSTRUCTIONAL TECHNOLOGY 12. Using the Internet for Research and Instruction A. What is the Internet? B. Learning to Use the Internet C. Using the Internet in the Classroom ACTIVITY 6- Evaluating Internet Resources (Paper) TEXTBOOK CHAPTER 5 - The Internet TEXTBOOK CHAPTER 11 - Multimedia/Presentation Tools QUIZ 5 - Chapter 5 and 11 13. The Future of Technology in the Classroom A. The Future of Technology in the Classroom DISCUSSION 3
Lack of integrating technology in elementary schools It has been the goal of educators to integrate technology in all levels of learning. Educators believe that if this goal is properly implemented and supported, it may bring about a positive experience for both teachers and students (Ertmer & Leftwich, 2009; Simon, 2002). In their research, Cradler and Bridgforth (2005) concluded that technology applications can support higher-order thinking by engaging students in authentic, complex tasks within
main points and ideas of the material in the chapter? We must understand the dynamics and intricacies of design to be able to present instructional information that integrates with the learners' performance objectives. No matter how we conceptualize our learners' needs and issues, the question remains of how we select, devise, and modify the right instructional material. At the same time, it is imperative for us to keep ethical, legal, and cross-cultural factors at the forefront. We need to pay
Instructional Design Model Comparison Instructional Design is a systematic approach to design, evaluation and management of instruction. It helps to facilitate learning in an effort to improve. There are many models that have been developed to assist in the design of instructional materials. This paper will compare three: ADDIE, ASSURE and Kemp with a focus on online learning. ADDIE Model The Addie Model is the traditional format used by instructional designers and many models have based their
the proactive approach. An instructional designer goes into the system and searches for problems or potential problems. The goal is to make the system more efficient and ... ... middle of paper ... ...nowledge Management Meets Analysis. Training and Development, 53, pp. 62-68. Rossett, Allison (1997). That was a great class, but… Training and Development, 51(7), pp. 18-24. Rossett, Allison (1995). Needs assessment. In G.J. Anglin (ed.), Instructional Technology: Past, Present, Future (2nd
shift" that occurred in instructional media research during the past decade from a behavioral to a more cognitive approach. (Anglin 348). Clark felt that there was "consistent evidence found that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance on time saving gains from one or another medium is shown to be vulnerable to compelling rival hypothesis concerning the uncontrolled effects of instructional method and novelty
what work is done, how it is done, and why it is done. It should provide a thorough investigation and breakdown of a job, task, or content that can assist us in deciding whether training is warranted and what kind of training is required. As an instructional designer, we can begin by conducting a job analysis. We need to define the primary purpose of the job analysis and determine the jobs we want to investigate. We can then decide what type of results we are trying to achieve. A job analysis can help
(Brown & Broemmel, 2011). Effective instruction in English and Language Arts, then, should be centered around giving students the tools to become better readers and better learners. This idea is expressed best through scaffolded instruction. Instructional scaffolding provides students with a broad-base of support from which to launch their learning. Scaffolding is included in the most basic lesson plans, where teachers are encouraged to provide checklists and supplemental materials for their students
Robert Gagné's Instructional Design Approach Introduction When Robert Gagné initially published his influential book, The Conditions of Learning (Gagné, 1965), his instructional design theories were heavily rooted in the behaviorist psychology paradigm. However, in later editions of The Conditions of Learning (Gagné, 1970, 1977, 1985), Gagné's theories evolved to incorporate cognitivist psychology theories, specifically the information-processing model of cognition. According to Gagné, "This