Theories and Models and Terms-Oh My!
- Kasey Brown
- Feb 4, 2023
- 3 min read
A deep dive into educational instructional technology
What do you get when your love for curriculum collides with your curiosity for technology engagement within the classroom? An acceptance into an Educational Instructional Technology graduate program! I have been sharpening my iron and diving into the world of educational technology the past few weeks and all I can say is, wow! What a journey it has been already. I have learned (and relearned) so much about the wonderful field of educational instructional technology (EIT). I’ve enjoyed opening up the books, or really the browsers and PDFS, again and gaining insight into the definition of educational technology and the combination of learning theories and instructional design models.
What has been the most surprising thing to me so far? The idea that educational technology is such a broad and misinterpretted term. While many of us think of technology as a rather new concept in education, it has actually been around for decades. While I read through several evolving definitions of the term, I couldn’t help but notice a few key phrases that kept showing up with each new rendition of the idea. Some of the most repeated words used to define educational technology were problem-solving, analyze, creativity, facilitating, tools, and inquiry.
The idea of educational technology is that actual technological devices and software, such as computers, iPads and word processors, are merely tools and gateway passages into technology learning methods. While I know my personal definition of educational technology will most certainly evolve and grow over the coming months, right now I view educational technology as a process in which learners are given technological tools that help facilitate instruction, foster inquiry, and instill problem-solving thinking deep within. Misdefining the meaning of educational technology is a missed opportunity to create meaningful and engaging learning opportunities for our students.
Educators are teaching in classrooms where students are quickly becoming more fluent in technology and surpassing educators. Rather than having this intimidate us, we should use our student’s strengths as an advantage to shape and mold digital citizens through productive and innovative educational technology. Most likely, every educator has some sort of foundational understanding of learning theories. However, I think it is important to also consider learning models when properly incorporating educational technology into the classroom. These models range in design and utilization, but all of them emphasize the idea that the best way to incorporate technology into learning is by understanding the desired learning outcomes within a unit and allowing the technology to aid in creating learner-centered environments.
The use of learning models to incorporate educational technology into the classroom is a universal way to successfully define the process of technology use in education. When used correctly, models like the SAMR Model, TPACK, the ADDIE Model, and ARCS can be implemented in most classrooms ranging from early childhood through adult education. The appropriate model used within a classroom is going to depend on the clientele of learners, objectives being taught, and style of teaching. To learn more about these types of learning models, please see the resources section at the end of this post.
The road to fully understanding all the ways learning theories and models can best be incorporated through technology in the classroom is just beginning for me. I’m excited to look back on this post in a few months and see how much I’ve grown as a learner and educator through the research and studies of EIT. The ideas that encompass technology’s role in education will constantly evolve and change, and I’m looking forward to learning about how to fully engage students in this digital age.
Learning Model Resources:
https://edpsych.pressbooks.sunycreate.cloud/chapter/kellers-arcs-model/
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