In the 3rd
chapter, Reiser distinguishes instructional media from instructional design,
excluding teachers, chalkboards, and textbooks from the definition of instructional
media. Why?
Reiser states that teachers, chalkboards and textbooks were the primary means of students getting information prior to the 20th century and that instructional media initially related to supplemental materials, not primary delivery modes.
Would you consider teachers, chalkboards, and textbooks instructional media? Chalkboards and textbooks are instructional media—ways to convey information to students. Teachers, however, are more than media because they can evaluate the needs of the students not only empirically but subjectively. Chalkboards and textbooks cannot tell if a student is misunderstanding a concept because the student skipped breakfast or is going through a traumatic time at home. Teachers are uniquely positioned to evaluate the teaching and learning process with more clarity and precision using the many intellectual, social and emotional cues learners offer.
Is the purpose of instructional design to incorporate media into instruction? I believe the purpose of instructional media is to most effectively convey information to students in a way in which they can understand and apply it. We may or may not accomplish that purpose using media. The beauty of instructional design is that it asks the teacher to analyze and evaluate the learner objectives and convey those objectives by the most expedient medium, whether that is by teaching the students a rhyming song or by using iPads.
Reiser states that teachers, chalkboards and textbooks were the primary means of students getting information prior to the 20th century and that instructional media initially related to supplemental materials, not primary delivery modes.
Would you consider teachers, chalkboards, and textbooks instructional media? Chalkboards and textbooks are instructional media—ways to convey information to students. Teachers, however, are more than media because they can evaluate the needs of the students not only empirically but subjectively. Chalkboards and textbooks cannot tell if a student is misunderstanding a concept because the student skipped breakfast or is going through a traumatic time at home. Teachers are uniquely positioned to evaluate the teaching and learning process with more clarity and precision using the many intellectual, social and emotional cues learners offer.
Is the purpose of instructional design to incorporate media into instruction? I believe the purpose of instructional media is to most effectively convey information to students in a way in which they can understand and apply it. We may or may not accomplish that purpose using media. The beauty of instructional design is that it asks the teacher to analyze and evaluate the learner objectives and convey those objectives by the most expedient medium, whether that is by teaching the students a rhyming song or by using iPads.
Toni, I appreciate your commentary on the teacher as more than media. I was discussing this same topic with a colleague this past week and I presented this topic to see how he would react to the teacher included as an example of instructional media. Honestly, I would probably not have ever catagorized the teacher as instuctional media prior to this reading, but to see his reaction to the fact that a teacher would be so characterized...he was actually incredulous! He proceeded into a 15 minute tirade about how the instructor is so much more than that... a facilitator, encourager, mentor, etc. He would not even tilt toward defining the teacher as media.... I think he will need to think it over.... My question to you is, because I think the issue was skirted slightly, "even though you see the teacher as much more than media, would you still define the teacher as an example of media?"
ReplyDeleteHi, Chuck!
ReplyDeleteBecause of your post, I wrote the following on my response to one of our classmates. My revised opinion--yes, a teacher is an example of media. See below for my explanation:
This question about whether or not to include teachers in the definition of instructional media has gotten me to thinking. My first response was a vehement "no." Then, I finally looked up the word "media." According to dictionary.com, media is...
1.
a plural of medium.
2.
( usually used with a plural verb ) the means of communication, as radio and television, newspapers, and magazines, that reach or influence people widely: The media are covering the speech tonight.
These definitions definitely sway my opinion. Yes, we are a "medium" for information. Yes, we "reach" and "influence people widely." But equating the teacher to a chalkboard doesn't seem to at all accurately describe our role as facilitator and sometimes antagonist when we are questioning and probing students. Maybe teachers could be considered interactive instructional media?
I guess I saw the definition of instructional media a bit different. I didn't take it as with a negative connotation, only a media that is used every day. The teacher is in the classroom doing his/her thing. Implementing technology into the classroom is imperative for today's students to fully master the TEKS. Our students are accustomed to immediate response and feedback. The traditional methods of instruction do not allow for interation that technology does. We, as educators, have to leave our comfort zones and start to look at things through our students' eyes.
ReplyDeleteI don't think Reiser was trying to make a teacher's job less than it is. I took it that part of a teacher's job is being an instructional medium, and that portion of a teacher's job is being implemented. I viewed his statements on the matter as "we've got this one covered" let's try to bring more innovative things into curriculum.