Master of Science in Secondary Education of

Students who are Deaf or Hard of Hearing

Educational Technology
and
Teaching

Module I - Introduction to Instructional

Technology

Week 1
National Technical Institute for the deaf
Rochester Institute of Technology
Notes to the instructor

| Please review chapter 1 from Gagne’s

book and 1 & 2 from Heinich et. al text book
and the instructor’s resource guide before
presenting the powerpoint. The topics
included in this ppt are:
| Overview of the field of Instructional technology
| Introduction to learning theories
| Introduction to Instructional Media
 Overview of Instructional
Technology
| Instructional Design: systematic development of
instructional specifications using learning and
instructional theory to ensure the quality of
instruction.
| Instructional Development: process of
implementing the design plans.
| Instructional technology: systemic and systematic
application of strategies and techniques derived
from behavioral, cognitive, and constructivist
theories to the solution of instructional problems.
(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)
 Instructional Design + Instructional Development
=
Instructional Technology

(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)
 Introduction to Learning
Theories
| Theory
z Provides a general explanation for observations made over time.
Explains and predicts behavior. Can never be established beyond all
doubt and may be modified.
z Theories seldom have to be thrown out completely if thoroughly tested
but sometimes a theory may be widely accepted for a long time and
later disproved.
(Dorin, Demmin & Gabel, 1990)

| Learning
z Development of new knowledge, skills, or attitudes as an individual
interacts with information and the environment.
| Learning Environment
z Includes the physical facilities, psychological atmosphere, instructional
methods, media, and technology.
(Heinich, et.al, 2002)
 Behaviorism, Cognitivism and
Constructivism - The Basics
| Behaviorism: Based on observable changes in
behavior. Behaviorism focuses on a new behavioral
pattern being repeated until it becomes automatic.
| Cognitivism: Based on the thought process behind
the behavior. Changes in behavior are observed,
and used as indicators as to what is happening
inside the learner's mind.
| Constructivism: Based on the premise that we all
construct our own perspective of the world, through
individual experiences and schema. Constructivism
focuses on preparing the learner to problem solve in
ambiguous situations.
(Schuman, 1996)
 What Works and How Can We
Use It?
| Behavioral
z tasks requiring a low degree of processing (e.g., basic paired
associations, discriminations, rote memorization) seem to be facilitated
by strategies most frequently associated with a behavioral outlook (e.g.,
stimulus-response, contiguity of feedback/reinforcement).
| Cognitive
z Tasks requiring an increased level of processing (e.g., classifications,
rule or procedural executions) are primarily associated with strategies
having a stronger cognitive emphasis (e.g., schematic organization,
analogical reasoning, algorithmic problem solving).
| Constructive
z Tasks demanding high levels of processing (e.g., heuristic problem
solving, personal selection and monitoring of cognitive strategies) are
frequently est learned with strategies advanced by the constructivist
perspective (e.g., situated learning, cognitive apprenticeships, social
negotiation.
(Ertmer P. & Newby, T., 1993)
 Gagné (1985)
how learning could be demonstrated:
z intellectual skills - concepts
are demonstrated by labelling or classifying things,
z intellectual skills - rules
are applied and principles are demonstrated,
z intellectual skills - problem solving
allows generating solutions or procedures,
z cognitive strategies
are used for learning,
z verbal information
is stated,
z motor skills
enable physical performance,
z attitudes
are demonstrated by preferring options.
 Introduction to
Instructional Media
| Technology is both a product and a process
| Instructional materials are products of the application of
technological processes
| Medium (plural, media) is a channel of communication
z Anything that facilitates information between a source and a
receiver
z Examples include, Video, TV, audio, computers, printed
materials, and instructor

| Instructional Media is NOT synonymous with Instructional

Technology, it is a subset of Instructional Technology.
 Role of Media in Learning
| Instructor directed
z Supplemental support for the ‘live’ classroom
instruction
z Its effectiveness depends on the instructor

| Instructor-independent/Self-instruction
z Objectives, guidance for achieving the
objectives, materials, and self-evaluation are
provided
z Cooperative learning is closely related
Instructional Methods
| Presentation
| Demonstration
| Discussion
| Drill and Practice
| Tutorial
| Cooperative learning
| Gaming
| Simulation
| Discovery
| Problem solving
 The Pervasiveness of Instructional Media
▼

AUDIENCE MESSAGE MEDIUM METHOD SETTING

1
2
3
4
5
6
7
8
9
 Technologies for Learning
▼

| Technologies for Learning is defined as specific teaching-learning

patterns that serve reliably as templates for achieving demonstrably
effective learning.

| for INDIVIDUAL instruction:

• Programmed Instruction, Programmed Tutoring
• Personalized System of Instruction (PSI), Learning Centers
| for SMALL GROUP instruction:
• Cooperative Learning, Games, Simulations, Simulation
Games
| for LARGE GROUP instruction:
• Mastery Learning, Programmed Teaching
 Successful instruction
▼

includes a number of
common features
| Active Participation
| Practice

| Individual Differences

| Feedback

| Realistic Context

| Social Interaction
 References
| Berger, C., Kam,R. (1996). Definitions of Instructional Design. [On-line].
Available: http://www.umich.edu/~ed626/define.html
| Dorin, H., Demmin, P. E., Gabel, D. (1990). Chemistry: The study of matter.
(3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.
| Ertmer, P. A., Newby, T. J. (1993). Behaviorism, cognitivism,
constructivism: Comparing critical features from an instructional design
perspective. Performance Improvement Quarterly, 6 (4), 50-70
| Heinch, R., Molenda, M., Russell, J., and Smaldino, S. (2002). Instructional
Media and Technologies for learning (7th ed.). Englewood Cliffs, NJ:
Prentice Hall, Inc.
| Mergel, B. (1998). Instructional Design and Learning theories. [On-line].
Available:
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
| Schuman, L. (1996). Perspectives on instruction. [On-line]. Available:
http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html