This section of the textbook
addresses new directions and emerging technologies for IDT. For your final
post, reflect on how you might apply each of the following in your current or
future position in the IDT field:
- distributed or e-learning environments
- reusable design or learning objects
- rich media
- emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.
The
classroom is a canvas of opportunities when it comes to instructional design
technology. State standards and testing has made it a little more challenging
to add as much technology as possible to the content that is given in the
classroom. I implement assessment and use virtual tools, audio sound, and
pictures to bring the objective to life for my audience. When utilizing
learning objects the goal is to foster student’s curiosity and also you can
alter the information for the different learning capacities of the students. The
advanced students are able to explore further into the lesson with supporting research
that will lead to more learning moments. Introducing familiar student
appropriate gaming materials in the classroom can catch the attention of many
of your students. A positive benefit to examining game simulations
is that teachers have the advantage of knowing the exact material to which
their students will be exposed; especially given the wealth of options and
scenarios that modern games present to players. Discussion questions and
learning opportunities can emerge when you ask the students to differentiate in
the different levels that the games provide. In the future I would like to work
on inventing my own virtual world for the early childhood age group that would
help them connect science and mathematics in a constructive manner. My goal is
to research and join many technical forums and groups that will help improve my
knowledge and outlook on instructional design technology practices.
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