Philosophy of Instructional Technology

As an Instructional Designer, my goal is to create learning experiences that are accessible to all learners. When designing learning, accessibility is at the front of my mind. Learners come from a variety of different cultural and linguistic backgrounds. They come with disabilities and life experiences that make it more difficult for some to access the curriculum than others. They have different educational backgrounds, and different familial backgrounds, and do not all begin with the same level of knowledge and experience.  They have different learning styles that should be considered when designing the curriculum and learning environment.

Analysis of the task and audience is very important to be able to take into consideration the backgrounds and needs of the learners and to have an idea of what effective instruction will look like for those learners from the beginning. The model I use most frequently in my design is the ADDIE Model. It is easy to rush into the development and design of instruction without doing a thorough analysis. But the analysis helps make the instruction more effective and saves time and money if it is done well.

Instructional technology can provide access to those with disabilities, for example, screen readers can provide access for those who are visually impaired, and videos and eLearning courses with closed captions provide access for those who are visually impaired. Technologies such as AAC devices can give learners who cannot speak or cannot clearly speak a voice, allowing them to participate in learning in ways they would not otherwise be able to participate. It also opens doors to making learning more flexible by providing multiple ways to access information. Using recorded video lectures allows students to access the lectures as needed. Self-paced learning modules allow the learner to move at their own pace and revisit things that need more clarification. Learning games can increase interest in learners, allowing them to connect with the curriculum at a deeper level. All these tools can help support a diverse classroom and facilitate effective teaching.

In a diverse learning situation, Universal Design for Learning can help me plan my curriculum and instruction in a way that benefits all learners. While we usually think of UDL as a way to make learning accessible for those with disabilities, UDL provides flexibility that benefits all learners from all backgrounds, ensuring they have access to the curriculum.

Rogers-Shaw, Carr-Chellman, and Choi (2018) suggested that:

Focusing on flexibility and reducing barriers to learning, UDL acknowledges that students learn differently and suggests that students with sensory disabilities, learning disabilities, and language or cultural differences need learning environments that meet their particular ways of learning. At the same time, neurotypical learners may also comprehend information more quickly or effectively in a visual or auditory format rather than only through textual means; therefore, they would benefit as well from multiple means of representation that encourage making connections between concepts. (p. 24)

Incorporating flexibility allows me to teach and design instruction more effectively, and instructional technology can increase the flexibility of the curriculum and the classroom.

While using technology in the classroom, I monitor the use of the technology to make sure my students maintain their privacy and safety. It is easy today to make one wrong click and end up in a location that was not intended. The schools where I have taught have all had security added to the internet to help keep students safe, but students are very good at figuring out how to get around those systems. I monitor the use of technology in my classroom to help my students stay safe.

Access to instructional technology, however, is not universal, and it is important to consider that when I am designing instruction. While some learners may have no access to technology, many do have access to the internet and learning on their mobile devices. Most students on the campus of a university have smartphones and use them for learning, but most faculty do not consider mobile devices when planning for their students. (Lohman, 2021). Ensuring that the technology used is responsive on mobile devices is one way to bridge the digital divide. Making sure instructional technology serves a purpose and is not added just for the sake of using technology, and having an equivalent option for those who may not have unlimited access to technology is another way to bridge that divide. 

In summary, my philosophy of Instructional Technology is that when used in a way that takes into consideration the needs of the learners, it can help create a flexible and accessible learning environment that benefits all learners.

References

Lohman, L. (2021). The LEAPS Framework for Selecting Digital Technologies in Online, Hybrid, and Face-to-Face Course Design. Currents in Teaching and Learning, 12(2), 6–19. 

Rogers-Shaw, C., Carr-Chellman, D.J. & Choi, J. (2018). Universal Design for Learning:  Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31.