Philosophy of Technology

Introduction My experience with technology for learning began as a student in elementary school where we regularly used technology as a reward. If we paid attention in class, we could play math games on a computer that allowed us to practice basic arithmetic skills. As a class we could earn the reward of visiting the computer lab to play Oregon Trail. According to Reiser (2001) this scenario of using technology in a way that does not actually enhance learning is not an uncommon use of technology in the classroom. I have now had the experience of being a classroom teacher for six years and a school librarian for seven years. Throughout this time, I have taught in classrooms with vastly different technology setups. One of the first classrooms I taught in only had a chalkboard. More recently the classrooms I teach in have the latest smartboards and each student has their own laptop. Through these experiences I have learned that the fundamentals of teaching hold true regardless of the level of technology available. However, I have also seen firsthand how the thoughtful and intentional application of technology in a lesson has the power to enhance the learning experience for my students. My interest in exploring how to best apply technology has led me to pursue a degree in Instructional Design and Technology. Theory Mayer’s principles of instructional design (2017) have been a helpful guideline for how to best use technology as a teaching tool to improve learning outcomes for students. The guidelines provide specific, actionable steps that instructors can take when designing lessons. In many cases the ingredients for an effective learning experience are present but small tweaks (such as the order information is presented or the location of graphics or words on the screen) can impact a student’s learning. These principles can help guide teachers towards better instructional choices. His research also indicates the impact (or effect size) of each principle on student learning. As a teacher knowing the “why” behind instructional decisions helps me feel more confident that my choices will positively impact my student’s learning. Moore’s (1989) research helps make the case of considering the use of technology as simply one tool in an instructor’s toolbox. While technology can help expand learning opportunities by getting rid of geographical boundaries and offering more flexible options, there is still a lot to be gained from in person or hybrid instruction with a trained instructor. Some types of interactions (learner-content, learner-instructor, and learner-learner) are simply more difficult, though not impossible, to facilitate exclusively through distance learning. We use technology every day for learning experiences, but the outcomes vary widely. Using research-backed methods while designing and implementing learning experiences can have an enormous impact of the overall effectiveness of instruction. References Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197 Moore, Michael. (1989).Three Types of Interaction. (Links to an external site.)American Journal of Distance Education. 3. 1-7. 10.1080/08923648909526659. Reiser, R. A., (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1): 53-64.