I agree with Reiser’s emphasis on instructional design. He makes the point that although there are new modes of technology to work with, over several years, they do not increase the achievement level of the students significantly. The mode of delivery does not change even with the implementation of technology, since the technology is a supplement to the design of the lesson, and has been throughout history.
My personal belief is that although technology may be available, it should not be used for the sake of using it. If it is built-in as a supplement to the lesson, it may be applicable, but should not be the main focus of a lesson. The technology should always be secondary to the design of the lesson itself.
After reading the articles, my definition of educational technology has changed slightly. My original statement defined educational technology as technological aids which reinforce the theme and purpose of a lesson. In rewriting my definition, I wanted to include the fact that the lesson should not be based upon the technology. In conclusion, educational technology is the implementation of technology into lessons without sacrificing the objective of the lesson itself.
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"My personal belief is that although technology may be available, it should not be used for the sake of using it."
Truer words ... could not agree more Bob, you and I are def. in synch with regard to technology being a supplemental info. delivery approach, but design being the heart of what our role is all about.
I think that it is vital to keep parents in the "loop". What a great plan to help them with technology as well. Not to mention the family time that the schools would be creating. However, do you think that some parents would do it for thier benefit only? I would love to host a class specifically for parents.
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