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UDL: Universal Design for Learning

  My Experience with UDL CAST (n.d.) stated the three principles of UDL: engagement, representation, and action/expression. As an elementary school teacher, I always try to incorporate UDL into my classroom in order for students with different learning preferences and styles so that each student can succeed independently. For engagement and representation, I give the learning materials in as many different modalities as possible in order to engage each student and give them equitable access to the learning materials. For me, this means putting the material in text, audio, visually, and kinesthetically. For action/expression, I try to let students submit their work in the modality that best suits their learning preferences: text, visual graphic, artistic representation, video, and so on, just as Rao et al. (2016) suggested.  Rao et al. (2016) emphasized first unpacking the stated learning objective and then addressing what can be made flexible in it. For example, if the learnin...
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Drones: As Instructional Technology?

Can drones be instructional technology? Or are they just recreational? Scientific and job-oriented use only? Compare your ideas to my analysis below on White Lightning, a drone used for learning purposes. The drone White Lightening can be an instructional technology depending on how it is used. The drone is clearly technology; technology is defined as “the application of scientific or other organized knowledge to practical tasks” (Galbraith, 2007, p. 14). Drones used scientific techniques, such as coding and physics, to complete their tasks, such as flying. Now the consideration is “is the drone instructional technology?” As an instructional technology expert, I would first Januszewski and Molenda (2008) define Educational Technology (ET) as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (p. 1). Under Januszewski and Molenda’s definition, if White Lightning ...
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Defining Distance Education

In my first post, I defined instructional technology. I thought that since I am in the Instructional Technology and Distance Education ( ITDE ) program at NSU that it would be a good idea to discuss distance education. Here we go! In the Britannica Yearbook, distance education is defined through four tenants: institution-based, geographic separation, interactive telecommunications, and a learning group (Simonson, 2009). The institutions are specified as non-self study or nonacademic (Simonson, 2009). Simonson and Seepersaud (2019) define distance education as education with physical separation of learners and instructors. Communications bridge the gap (Simonson & Seepersaud, 2019). Simonson et al. (2019) define distance education as institution based, formal education, in which there is a separation of the learners and instructors. Interactive telecommunications connects instructors, learners, and resources (Simonson et al., 2019). In each of the definitions, communications connect...
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Technology and Educational Frameworks

  Most Accessible Framework In our classes, we learned about a variety of frameworks and how they can help us make informed decisions when planning instruction for the classroom. Prior to the module, I liked how the ASSURE model was all-encompassing yet workable (Smaldino et al., 2019).  Kim and Downey (2016) challenge the legacy of the ASSURE model, yet they also note that lessons were engaging and effective with the ASSURE model and that the model has “stood the test of time” (Kim & Downey, 2016, p. 164). Kim and Downey (2016) acknowledge that the ASSURE model is practical and easy to implement in the classroom. To me, that is everything. I think of the complex Dick and Carey model that I have learned about for instructional design and remember the feeling of being overwhelmed: how am I ever supposed to use this practically in the classroom? For me, a model must be succinct and effective. Enter the SAMR Model! I have always appreciated the SAMR model for that reason and ...
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Defining Instructional Technology

Instructional Technology is a broad field! Jump in with me to start exploring. Januszewski and Molenda (2008) define instructional technology as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (p. 1). I have studied this definition many times and feel that it appropriately describes our field of instructional technology (IT). It also highlights the importance of creating, using, and managing technology, which is a hallmark of our field. It is what makes our field separate from others.  We not only use learning theories, social theories, and the like, we also create, design, develop, and manage technology to enhance our literature and understanding of each of the fields that we touch. When thinking about the layman's definition of IT, I was reminded of the definition that I use for IT in my dissertation. I define IT for “instructional technology,” the tools that we ...
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