ID Phase III Implementation

This week we read about how to effectively incorporate technologies into instructional scenarios. Some models and strategies are offered, while also some issues are introduced which we should avoid or solve. The main point here is that we cannot let technology superiority cover the genuine learning goals and objectives.

Chapter 20 focuses on the integration of technology into K-12 education. In this chapter, I learned some models to implement technologies into instruction, such as SAMR model, with which teachers can apply technologies in 4 levels. As level rises, not only the technology itself become more complicated, the requirements for teachers get raised, who need to understand the strengths of such technology compared to traditional methods and design new tasks with technology which would better facilitate learning goals. Therefore, as it is said in the same chapter, "Teachers are the greatest asset for technology integration adoption."

Next, I learned that various trendy instructional methods can be supported by technologies such as inquiry-based learning, game-based learning and so on. One new method impressed me is flipped learning. Conventionally, we assume that knowledge learning happens in classes and practices happen outside. While as lectures and convey of basic knowledge can be equally or even better done by technology, teachers should be assigned to instruct students to complete the higher level of thinking and practicing. This idea refreshes the role of teachers in my mind.

In reading the issues associated with technology integration, every factor mentioned sounds familiar, such as lack of resources, knowledge, skills, and teachers' beliefs and willingness. Again, the importance of these issues is strengthened. What's new to know is that the digital divide has already stepped into the second level, that even if equipped with advanced technologies, low socioeconomic status schools still fall behind the higher ones in promoting students' higher-order thinking and other necessary skills. As designers, this drives us to think about how to lower the threshold of using certain products.

Chapter 11 discusses four outcomes of instructional innovations: adoption, diffusion, implementation, and institutionalization. People talked a lot about adoption and diffusion a lot before and Roger's diffusion of innovations is so broadly applied. While currently there is a transfer to the implementation and institutionalization. Since front-end analysis and needs assessment are increasingly valued so instead of merely persuade users to adopt the innovations, we also need to adjust our designs based on the context, as the chapter puts it -- a mutual adaption.

References:

[IDT] Chapter 20

Smith & Ragan Chapter 11