I think social book marking is a great resource when trying to find additional resources on the same topic. Chances are if you are interested in a topic others that have also bookmarked that site have some of the same interests as well and may have found more topics that you are interested in. The advantage to this over a search engine is that you have a human who marked the site and not a computer that is looking for algorithms that may not have anything to do with what you are really trying to accomplish.
I have also had my social book marking site for about a year and it is not something that I ever use. I suppose it would be nice to have access to my bookmarks everwhere I go, but I may not want the world to see what I am bookmarking and if the delicious toolbar is not installed on the 5 computers that I use most often then I won’t make the effort to open and sign into delicious to add the bookmarks. As someone who works with IT, toolbars are almost always more trouble than benefit.
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Chapter 1
I don't really have any plans for this degree and I am not in a position where I can directly correspond to the literature to what I am doing now. The definitions mentioned in Reiser & Dempsey (2007) seem to be consistent with what I have learned about the educational system in the US since the 1950’s. Ertmer & Newby (1996,1999) have done a great deal of research in the Behaviorist, constructivist and congnitvist learning theories. The trend seems to be moving away from behaviorism into congnitivism and now to constructivism and the definitions through the years described in the text book (Reiser & Dempsey, 2007) seem to be consistent with these theories.
I have also had my social book marking site for about a year and it is not something that I ever use. I suppose it would be nice to have access to my bookmarks everwhere I go, but I may not want the world to see what I am bookmarking and if the delicious toolbar is not installed on the 5 computers that I use most often then I won’t make the effort to open and sign into delicious to add the bookmarks. As someone who works with IT, toolbars are almost always more trouble than benefit.
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Chapter 1
I don't really have any plans for this degree and I am not in a position where I can directly correspond to the literature to what I am doing now. The definitions mentioned in Reiser & Dempsey (2007) seem to be consistent with what I have learned about the educational system in the US since the 1950’s. Ertmer & Newby (1996,1999) have done a great deal of research in the Behaviorist, constructivist and congnitvist learning theories. The trend seems to be moving away from behaviorism into congnitivism and now to constructivism and the definitions through the years described in the text book (Reiser & Dempsey, 2007) seem to be consistent with these theories.
One thing in this chapter that was not really surprising, but something that had not really hit me until I read it. “Most individuals outside of our profession, as well as many inside of it, when asked to define the term instructional technology, will mention computers, videos, CD-ROMs, overhead and slide projectors, and other types of hardware and software typically associated with the term instructional media (Reiser & Dempsey, 2007 p. 7).” Reading this really helps me form a better thought of what instructional technology is by learning what it isn’t.
One thing that seemed missing to me what under the 1963 definition title Reiser & Dempsey (2007) talk about the 1963 definition, but never seem to give a direct quotation like they do for the rest of the time segments. However, for only 5 pages of text, it seemed to give a great overview of how the definition of educational technology has evolved over time.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47, 47-61.
Ertmer, P. A., Newby, T. J., & MacDougall, M. (1996). Students responses and approaches to case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 33, 719-752.
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
5 comments:
I find it interesting that you have had a delicious account for a year and have to really used it yet. I find it fun to learn about all of the features out there, but I still want to figure out how are they going to benefit me. I need time saving resources either for myself or that are elementary student friendly. As of right now most of the things we have learned seem to be geared towards the older students.
Darcy
I guess I have just not found a reason to use it other than "to just use it".
Katherine,
It is nice to hear that “someone who works with IT”, and who is as proficient with this stuff as you are, say some technologies (tool bars) are “more trouble than benefit”. I feel like that quite often about this stuff because I’m usually not on the cutting edge of technology, I’m on the dull edge. Or maybe it’s because I took too many blows to the head as an amateur Boxer. I don’t know, anyhow, I agree.
Honestly, before I read this chapter I would have been one of the individuals to define instructional technology by terms of “hardware”.
Jeff Tyler
I am in full agreement about people looking at my bookmarks; people can learn a lot about you this way.
In addition, my understanding is that they can see who else has looked at your bookmarks and essentially have access to your friends and family. I am glad that it has options for marking things private; but of course there are people that spend their time trying to get around that kind of things.
I am also glad to know that you don't really use this. I was thinking to myself that this is something I may not have a lot of time to do.
"Reading this really helps me form a better thought of what instructional technology is by learning what it isn’t. " What a great statement. How many times people try to explain in depth what something is, when in actuallity it may be easier to explain what it isn't. I will use this idea more with my students. I often time see them using a tool the wrong way, such as an ocilating spindle sander. The students could all tell you what it is used for, and they use it for that purpose. At the same time, they use it incorrectly at times because they do not know what it isn't... (they all tend to try and sand straight boards with it. Thanks for a nice insight. -Matt Swanson
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