Theoretical Foundation in instructional technology - Research Paper Example

?Theoretical Foundation Instruction: Task: Theoretical Foundation Technology is an important tool for use in improving the levels of education to both teachers and students. This is because it reduces the contact between the facilitator and the learner through encouragement of self-decision making skills and thinking. It also incorporates the use of computer games, puzzles and other forms of simulations that widens the scope of the learner in knowledge synthesis and logical argument. Similarly, technology when applied in online studies accords the students an opportunity to make external ventures for knowledge and idea acquisition (Nielsen, 2007). This suggests technology materials are of the essence in order to instructional technology method a feasible project. Alternatively, the design and processes should not make it hard for facilitators to dispense knowledge to their students because it leads to wastage of both time and resources. In other words, the technology should have efficiency during use without incurring extra costs during learning. There are different ways in which the quote by James Gee & Elizabeth Hayes applies to the context constructivism learning theory, behaviorism learning theory and inquiry learning theory. Therefore, in constructivism learning theory in adult online learners, they use different methodologies to meet its goals. For example, adult learners are expected to interact more with their environment in order to acquire knowledge on different aspects of online learning. This is because the methodology improves on both critical and analytical skills of the student. In the same aspect, in the constructivism learning theory, there is an application of computer games instead of the conventional materials in traditional education (Wagner & Ip, 2008). However, the utilization of such technology requires competent teachers who are can impart knowledge to both adult and young learners. Another fundamental prospect of integrating the theory into online learning is the ability to attain, high realistic enactment, which is made live by computers. On the other hand, there is the John B Watson/ Behaviorism learning theory whereby behavior has an attachment to an external influence such as an environment. This may be through association or some of form of reinforcement. Therefore, in terms of online learning, adult learners may not adjust effectively to computer based education. There are several reasons to explain the scenario in the context of both comprehension and retention. For instance, adult learners were formally used to the traditional mode of education hence the transition to online learning may prove hard (Chow, et al 2010). They also lack a consistent will to adapt to a new environment that has its influence from an association from other students. This suggests that while adults may have the inner desire to use the online platforms, the conventional background prevents them from faster adaptation. Additionally, adult learners also have special needs and requirements that may prove hard for most incompetent teachers without proper training. It is noteworthy, therefore, to introduce other learning methods in the form of stimulating activities and environments to spur the learners to critical and analytical thinking. These also entail exercises, computer games and simulations in order to trigger the interest of the student in educational matters. Furthermore, through the behaviorism learning theory, teachers will help students in the transfer of knowledge in order to boost retention. Apart from the above theories, there is also the inquiry learning theory founded by Jerome Bruner in 1961. Therefore, here the student uses the available materials to develop analytical and experimental skills instead of the knowledge possessed from school. On that perspective, when learners use online methods they are expected to use their external and internal environments to integrate knowledge. Alternatively, to make such form of knowledge acquisition applicable for students, it is imperative for online delivery to be changed. In other words, lecturers should encourage a student-centered approach whereby the learner is permitted to make his/her own research and then apply the knowledge (Nielsen, 2007). Moreover, facilitator skills should put emphasis on design and development for students to derive their own conclusions for critical and analytical skills. Therefore, as a learner there are several experiences I have acquired from the use of instructional technologies. For example, the use of computers in education broadens both analytical and critical thinking in terms of the learning environment. Similarly, the use of systems and processes of learning and instruction such as games and puzzles is paramount in the acquisition of logical reasoning (Daykin & Hughes, 2006). This suggests that the conventional way of learning is useful only if there are external tools inculcated during the process. Instructional technologies also helped in me understanding hard concepts though the use of practical examples generated from computers such as scanned notes and use of slides. Furthermore, the method has widened my scope in critical assessment in terms of decision-making skills in open discussions. This means it is not limiting the same as traditional mode of knowledge acquisition because there is an opportunity for the learner to try new ideas. However, as a professional, the experience is different in the context of the need for more skills when using instructional technologies. For instance, during facilitation, I was expected to use some special techniques and perceptions that were different from those in conventional classrooms (Jonassen, 2000). Additionally, the context of delivery is also efficient for the students because there is over-reliance on the materials provided the by the teacher. In the same view, students have the authority to question the authorities advanced by the teacher who is the professional though decisive and critical aspects. This suggests as a professional I have the opportunity to synthesize useful information to students who will accord it a criticality in order to find results. Therefore, in terms of the relationship between technology and theory, there are several noteworthy things to observe. For example, in the application of social justice and diversity, it assists students in the application of knowledge to their immediate communities. It also helps both learners and facilitators to use broad parameters of assessing the existing problems and finding their solutions (Chyung, 2008). Alternatively, in my practice the relationship between technology and theory has bolstered the online training of adult learners in terms of according them a suitable environment for knowledge acquisition. My practice also enables my students to synthesize information researched from the environment using constructivist strategies. Their widens their research and analytical skills. On the other hand, when it comes to education at large, the relationship between technology and theory is fundamental in the long-term (Daykin & Hughes, 2006). This is in the form of helping weaker students who may be shelved by out by the traditional education system. In other words, it nurtures students with potential instead of dismissing by gauging their critical and analytical skills. In the same breadth, on its application to the quote by James Gee & Elizabeth Hayes, it helps students to formulate their own thoughts. This is through field and environmental acquisition of knowledge unlike the gaining of knowledge from teachers in class. In the words, an external learning environment helps both learners and students to think different especially on controversial issues. Therefore, while it is crucial for students to learn things that should help them in life, it is also essential to find better ways of integrating the transition (Huang, 2002). This is through balancing the use of technology and traditional mode of learning and applying the educational theories and philosophical models. It is also imperative for the government to support such experimental ventures by training the facilitators and adding more technological resources for the benefit of the students. In turn, this increases the production of knowledge and ideas from most institutions. References Chow, A. et al (2010). Deal or No Deal: using games to improve student learning, retention and decision-making. International Journal of Mathematical Education in Science and Technology, 4(3), 259-264. Chyung, S. (2008). Foundations of Instructional Performance Technology. Mason, OH: Human Resource Development. Daykin, N. & Hughes, M. (2006). Towards Constructivism: Investigating Students’ Perceptions and Learning as a Result of Using an Online Environment. Innovations in Education and Teaching International, 39(3), 217-224. Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37. Jonassen, D. (2000). Theoretical Foundations of Learning Environments. New York, NY: Taylor & Francis. Nielsen, S. (2007). Third Generation Educational Use of Computer Games. Journal of Educational Multimedia and Hypermedia, 16(3), 283-281. Wagner, C. & Ip, R. (2008). Action Learning with Second Life – A Pilot Study. Journal of Information Systems Education, 20(2), 249-258. Read More