Think Critically and Reflectively
Think Critically and Reflectively
Develops a personal vision of inclusive educational practice
Describes the relationship between Educational Technology and the broader field of Education
Critically evaluates theory and practice
As an instructional designer, I am mindful of all my audiences, ensuring that everyone can utilize, interact, or participate with the tools provided to them.
Click on the artifact below to view, and click on the arrow to view the reflection.
In my initial vision statement, I mentioned the importance of accessibility. When the proper technological tools are made available to students, this will help promote inclusivity. While accessibility may be synonymous with using these tools free of charge, it is also important to view accessibility as having them available to learners with disabilities.
Realistically, our personal vision of inclusive practice may not always align with an institution’s or organization’s for various reasons. In my example from my initial statement, I was compelled to use a technology tool because the institution purchased the license. One of the important takeaways from this course was the ability to handle these types of situations. I learned that even if a certain tool or application is imposed on us, I can still decipher how I would integrate it into my classroom (as an educator) or incorporate it into my course design (as an instructional designer). The SAMR Model (Puntedura, 2014) is an excellent framework for determining such integration. The SAMR model was the gap that fused my initial vision with my final vision. The concepts were not abstract and did not need to rely on intuition alone; it was possible to operationalize what these tools could do.
Having the SAMR model as part of my ID toolkit, I further understood where educational technology plays a role in the field of education. We aim for technology integration to be transformative, but we also need to acknowledge that these tools may only offer enhancement. Technology integration may not always be the answer to effective lesson delivery. In my Final Vision Statement post, my colleagues and I were engaged in a discussion on age appropriateness. This one learner would rather create physical flashcards than use an application that was rather childish. Whether I look at this through the lens of Educational Technology or the entire Education field, in general, the learner matters most. The choices an instructional designer makes must have the learner in mind.