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    Instructional Technology Assignment

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    Instructional Technology Assignment

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    Instructional technology assignment (1)

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    Instructional Technology Assignment

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    damtiemulualem780

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    © All Rights Reserved
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    College of Educational Sciences

    Department of Curriculum and Instructional Studies

    Individual Assignment on Instructional Technology (PGDT 425)

    By: Tenaw Simie

    ID: pgs/ICT128/15

    Aug, 2024
    1. Instructional technologies are understood differently by different schools of taught.
    Explain them from the perspective of the Behaviorist?

    From a behaviorist perspective, instructional technologies are seen as tools to reinforce and
    shape student behaviors through systematic feedback and reinforcement. Behaviorism, rooted in
    the works of psychologists like B.F. Skinner, focuses on observable behaviors and the effects of
    external stimuli on learning.

    In behavioral perspectives, instructional technology is defined as tools and systems designed to


    facilitate learning by directly influencing and shaping learners' behaviors. This approach focuses
    on the use of technology to present clear, measurable objectives, deliver content in a structured
    manner, and provide immediate feedback to reinforce correct responses and correct mistakes.
    Instructional technology from this perspective often involves programmed instruction, drills, and
    practice exercises that aim to modify behavior through reinforcement and repetition. The key
    idea is that technology can be used to create a controlled learning environment where specific
    behaviors and skills can be taught and reinforced systematically.

    In this view, instructional technologies are used to create environments where specific responses
    are rewarded or corrected, promoting desired learning outcomes. For example:

     Drill-and-Practice Software: Behaviorists advocate for repetitive practice to strengthen


    desired behaviors. Instructional technologies often incorporate drill-and-practice
    exercises, where learners repeatedly perform tasks or answer questions, reinforcing
    correct responses and correcting errors .These programs provide repetitive exercises and
    immediate feedback. Correct answers are reinforced, and incorrect answers are corrected
    through additional practice or hints (Mager, 1962).
     Behavioral Objectives: Instructional technologies are often designed with clear,
    measurable objectives in mind. These objectives define what specific behaviors learners
    should exhibit after instruction. Technologies that align with these objectives, such as
    assessment tools and tracking systems, help measure and reinforce learner progress
    (Bloom, 1956).

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     Reinforcement and Feedback: Behaviorists believe that reinforcement (positive or
    negative) is crucial for learning. Instructional technologies, such as computer-based
    training programs and educational software, often include immediate feedback
    mechanisms that reinforce correct responses and guide learners towards desired behaviors
    (Skinner, 1958).
     Programmed Instruction: This concept, developed by B.F. Skinner, involves breaking
    down learning material into small, manageable steps and providing learners with
    immediate feedback. Programmed instruction can be delivered through various
    technologies, such as interactive tutorials and online modules, which ensure that learners
    receive reinforcement and correction in real-time (Skinner, 1954).

    Overall, instructional technologies from a behaviorist perspective aim to structure learning


    experiences in a way that reinforces desired behaviors and skills through consistent feedback and
    reinforcement mechanisms.

    2. Communication is a construct which has become a common place. What does


    communication mean to you both at personal and professional levels?
     Personal Level:

    On a personal level, communication refers to the process of exchanging information, thoughts,


    feelings, and ideas between individuals. It involves both verbal and non-verbal forms, such as
    speaking, listening, body language, facial expressions, and gestures. Effective personal
    communication is characterized by clarity, active listening, empathy, and understanding. It helps
    build and maintain relationships, resolve conflicts, and express needs and emotions. The goal is
    to connect with others in a meaningful and supportive way, fostering mutual respect and
    comprehension.

    Communication is the foundation of relationships and interactions. Personally, it involves


    expressing thoughts, feelings, and needs clearly and effectively, while also actively listening to
    others. Good communication fosters understanding, trust, and connection with family and friends.
    It’s about empathy, honesty, and responsiveness, helping to build and maintain meaningful
    relationships.

    2
     Professional Level:

    In a professional context, communication is crucial for collaboration, efficiency, and achieving


    organizational goals. It involves clearly conveying information, expectations, and feedback, both
    in written and verbal forms. Effective communication can enhance teamwork, resolve conflicts,
    and ensure that projects and tasks are executed successfully. It also includes understanding and
    adapting to different communication styles and practices within a professional environment.

    At a professional level, communication involves the exchange of information, ideas, and


    messages within a work environment to achieve organizational goals, facilitate collaboration,
    and ensure clarity. This includes formal and informal interactions such as meetings, reports,
    presentations, and emails. Effective professional communication requires clarity, conciseness,
    and appropriateness in language and tone, as well as the ability to listen actively and provide
    constructive feedback. It also involves understanding and navigating organizational dynamics
    and cultural norms to foster effective teamwork, decision-making, and problem-solving.

    3. Explain the downside of the teacher centered model of communication in the


    learning and teaching processes?

    Teacher-centered methods, which focus on the teacher as the primary source of knowledge and
    authority, have several potential downsides. These methods often emphasize direct instruction
    and passive learning, where students receive information from the teacher rather than actively
    engaging with it. Here are some key criticisms:

     Limited Student Engagement: Teacher-centered approaches can lead to passive


    learning, where students receive information without actively participating in the learning
    process. This lack of engagement can result in reduced motivation and interest in the
    subject matter. Research has shown that passive learning environments often fail to
    stimulate critical thinking and problem-solving skills (Freeman et al., 2014).
     Reduced Critical Thinking: When instruction is predominantly teacher-centered,
    students may not be encouraged to question, analyze, or apply knowledge independently.
    This can inhibit the development of higher-order thinking skills. Studies indicate that
    active learning strategies, which are often not a focus in teacher-centered classrooms, are

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    more effective in promoting critical thinking and problem-solving abilities (Michael,
    2006).
     One-Size-Fits-All Approach: Teacher-centered methods often adopt a uniform approach
    to instruction, which may not address the diverse learning needs and styles of all students.
    This can lead to a lack of differentiation in teaching, potentially leaving some students
    behind while others are not sufficiently challenged (Tomlinson, 2001).
     Limited Development of Social Skills: In teacher-centered classrooms, there may be
    fewer opportunities for students to engage in collaborative activities or develop social and
    interpersonal skills. Group work and peer interactions are typically less emphasized,
    which can affect students' ability to work effectively in teams and communicate with
    others (Johnson & Johnson, 1994).
     Overreliance on the Teacher: Students in teacher-centered environments may become
    overly dependent on the teacher for guidance and answers, which can inhibit their ability
    to learn independently and take initiative in their own learning (Brusilovsky & Millán,
    2007).

    In summary, while teacher-centered methods can provide structured and clear instruction, they
    often fall short in fostering student engagement, critical thinking, and individualized learning,
    which can impact overall educational effectiveness.

    4. In retrospective, remember how you had been taught and reflect how this affects
    your teaching and learning approach now as teacher?

    Reflecting on how I was taught can significantly influence my approach to teaching and learning.
    When I think about my past educational experiences, I recognize the impact of various teaching
    methods on my learning style and preferences.

    For instance, if I had positive experiences with interactive and student-centered learning, I might
    incorporate similar strategies in my teaching, such as engaging activities and collaborative
    projects. Conversely, if I found certain traditional methods less effective, I might be more
    inclined to avoid them in my own practice.

    4
    Overall, reflecting on my educational background helps me understand what works best for
    different learners and adapt my approach to foster a more effective and inclusive learning
    environment.

    5. Reflect your experiences of receiving valuable messages from your students by non-
    verbal communication?

    Receiving valuable messages from students through non-verbal communication can be incredibly
    insightful. Non-verbal cues—such as body language, facial expressions, and eye contact—often
    reveal more about a student's understanding and engagement than their words alone.

    For instance, if a student shows signs of confusion, like frowning or avoiding eye contact, it
    might indicate that they’re struggling with the material. Conversely, nodding or leaning in can
    signal interest and comprehension. Recognizing these non-verbal signals allows me to adjust my
    teaching methods in real-time, providing additional support or clarification as needed.

    Moreover, non-verbal feedback can also reflect students' emotional states. A student's body
    language might reveal their level of confidence or anxiety, helping me tailor my approach to
    address their specific needs and create a more supportive learning environment. This awareness
    helps me build stronger connections with students and enhance their overall learning experience.

    5
    References:

     Bloom, B.S. (1956). Taxonomy of Educational Objectives: The Classification of


    Educational Goals. Handbook I: Cognitive Domain. David McKay Company.
     Mager, R.F. (1962). Preparing Instructional Objectives. Fearon Publishers.
     Skinner, B.F. (1954). The Science of Learning and the Art of Teaching. Harvard
    Educational Review, 24(2), 86-97.
     Skinner, B.F. (1958). Teaching Machines. Science, 128(3321), 969-977.
     DeVito, J. A. (2021). The Interpersonal Communication Book. Pearson.
     Robbins, S. P., & Judge, T. A. (2019). Organizational Behavior. Pearson.
     Brusilovsky, P., & Millán, E. (2007). User Models for Adaptive Hypermedia and
    Adaptive Educational Systems. In The Adaptive Web (pp. 3-53). Springer.

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