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    Technology, The Catalyst For Learning: Instruction, Just Do It, #1
    Technology, The Catalyst For Learning: Instruction, Just Do It, #1
    Technology, The Catalyst For Learning: Instruction, Just Do It, #1
    Ebook170 pages1 hour

    Technology, The Catalyst For Learning: Instruction, Just Do It, #1

    By Donald Porter, Jr.

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    About this ebook

    "Instructional technology is a vast tool that is ever-evolving and creating within it the ability and opportunity to elicit thought, create thought processes, open the avenues toward thinking so knowledge can be ingested to birth new ideas and information. This life-induced thinking is imparted by one who can teach in a way that creates the yearning to learn using the methods and processes available through social interactive learning, electronic media-based learning, written learning, experience, life learning, and other methods that might very well be new and progressive but necessary to seek and implement." 
    This eclectic book by Don is broad-based and includes diverse opportunities to engage constructs needed to engage the student at any level.

    LanguageEnglish
    PublisherDon Porter
    Release dateJul 3, 2021
    ISBN9798201695903
    Technology, The Catalyst For Learning: Instruction, Just Do It, #1
    Author

    Donald Porter, Jr.

    Don trusted Christ as his Saviour at an early age and has been in church since age 9 and has served in many positions, including: Song leader, Sunday school teacher, pulpit fill, youth worker, treasurer, Jr. church preacher, distance ed college teacher, school administrator, I/T dept. lead, bus ministry, and others as the Lord gave opportunity. Don is currently seeking a Pastoral or educational position. Therefore, his desire to live out Galatians 6:1 is a driving force in his life. Any good work, whether through the Pastorate, educational position, or the publishing of a book requires that God receive all the praise and glory! His educational background includes B.Sc. in Business, M.Ed. in Instructional Technology, and a D.Min. in Religious Ed. ALL for God's Glory! His wife is a teacher at a local Christian School. She has an earned A.A.S. and C.D.A. in Early Childhood Education and a Bachelors in Early Childhood Ed, Interdisciplinary. Don plans to publish several more books, as the Lord allows. The topics will include divorce, the decline of the church, relationships in the church, and an educational book covering homework and a disabled child.

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      Technology, The Catalyst For Learning - Donald Porter, Jr.

      What is Instructional Technology?

      Let us strive to understand instructional technology by defining instruct, instructive, instruction, instructor, technology, and technological. To understand these words will lead us to a reasonable conclusion regarding instructional technology and its applicability in different educational settings.

      ➢  Instruct- To provide knowledge, especially in a methodical way.

      ➢  Instructive- Conveying knowledge or information; enlightening.

      ➢  Instruction- Imparted knowledge B. An imparted or acquired an item of knowledge, a lesson.

      ➢  Instructor- One who instructs, a teacher.

      ➢  Technology- a manner of accomplishing a task especially using technical processes, methods, or knowledge.

      ➢  Technological- of or relating to a practical subject that is organized according to scientific and technology-based principles.

      Based on the information gleaned from the definition of keywords regarding instructional technology, the following is learned:

      Instructional technology is a vast tool that is ever-evolving and creating within it the ability and opportunities to elicit thought, create thought processes, and open the avenues toward thinking so knowledge can be ingested, new ideas and information birthed. This life-induced thinking is imparted by one who can teach in a way that creates the yearning to learn using the methods and processes available through social interactive learning, electronic media-based learning, written learning, and other methods that might very well be new and progressive but necessary to seek and implement.  Donald G. Porter, Jr.  2004

      Instructional Technology: Increasing Learning Outcome

      First, a simple definition of instructional technology is this: the use of computers, multimedia, and other technological tools to enhance the teaching and learning process, sometimes referred to as educational technology.

      Instructional Technology

      Now, to have a learning outcome the ability to learn must be present. What is learning? I say an individual can process received knowledge, sort the knowledge, file the knowledge into perpetual memory banks, retain the knowledge, recall the knowledge, and reuse the knowledge.

      According to (Shelly, Cashman, Gunter, and Gunter; 2004, pg. 6.09) how a person learns is their learning style, which is defined as ...including how they prefer to receive, process, and retain information. Learning styles vary among individuals.

      Therefore, since, the outcome is simply defined as a result (Webster’s, 1995) results come to a dime a dozen.  The level of result that yields understanding and application of the materials being presented at the highest level of thought possible to the learner is achieving the path toward approved and acceptable learning outcomes.

      Therefore, IT can increase learning outcomes because of the vast flexibility and modified access available from different technologies. This gives the learners of different educational levels, different backgrounds, varied abilities, wide-ranging interests, and various personality types the opportunity and privilege to be successful. Consequently, for an outcome to increase the learning must increase. Knowing the learner in an educational setting provides a platform to launch from that leads to the prerequisite knowledge goals for the learner. Setting goals for prerequisite knowledge and assessing the learner until mastery has been achieved will create excitement in the learner and a yearning to achieve a higher level of thinking with increased learning outcomes. Lead the horse to water and find a way for him to want to drink.

      Technology can facilitate group problem-solving but can simultaneously serve as a deterrent to effective group learning processes.

      Group problem solving is not a stranger to the individual participants and to most situations that we find ourselves involved, i.e., work, school, family... We make decisions many times each day with and without the input of others. However, we live in an age where communications are not just analog anymore, but digital. Does that scare some people away from communicating by using the available technology? Yes, it does. Is there a blanket fit for all? No! Nevertheless, being adaptable, flexible, and of a compromising spirit can create new levels of thought that can open the minds of the introvert to speak out and the extrovert to listen more.

      Before a position is stated, if indeed that takes place, let us focus on the learner. The learner is the driving force behind positive facilitation by technology in a group problem-solving session. Besides, a learner can be the biggest deterrent to the processes.

      The more the number of participants increases in a group problem-solving session, the more the potential for obstacles to the process increases. Are the learners willing to compromise? Also, do not forget about the introverts and the extroverts in the group. Both personality types are vital to the learning process of all involved. This is true with or without a technology issue.

      However, an Internet-based learning format in a group session could produce a few notable issues.

      Those who are intimidated by technology might choose to participate less because they do not possess the prerequisite knowledge (Thorsen, 2003, pg. 13) necessary to perform at a comfortable level. However, those who are very comfortable and intrigued by technology of all sorts could prove to be distracted by the Internet-based learning session. I.e., wanting to play more than learn.

      More negatives: The Internet-based educational session might not suit or please everyone in the group. That is different types of technology appeal to different learning styles. (Shelly, Cashman, Gunter, Gunter; 2004, pg.6.09) Lastly, can the group even agree that the chosen technology for the problem-solving session is the correct method for the group?

      Although, I am pro-technology and pro-multimedia in group problem-solving sessions, as well as, other educational opportunities, I do not want to forget the human element. Without the human element, what would technology consist of?

      Some pitfalls lurk which can turn off the positive learning outcome. I hope that the negative position I have taken sheds some light on the side in which we do not want to linger.... The Negative!

      A Tidbit on Distance Learning

      To begin with, I was introduced to the idea of distance learning a few years ago. I did many studies regarding distance learning and the non-traditional classroom. To be honest, it seemed to be a hoax in the making. Of course, this short-lived bias was based on no prior knowledge or understanding of distance learning. Simply put, it was new to me and I was interested in knowing more. Therefore, I did a lot of studying and eventually received my first degree through distance education. I was thrilled and a fire was lit under me that pushed me to want more. Now, this is coming from someone who loves computers and for many years has ate and slept computers. Being a self-taught geek has led me to be involved with several proprietary systems and the upkeep of those systems.

      Therefore, I have said all that to say this, to reflect simply means to think about. Personally, here at home, the challenge has been incorporating school into the environment of a full-time job and a family that includes twins. Dedication has empowered the challenge with a sense of anticipated success and completion.

      I have learned that I can still manage my mind, along with distraction, to focus and use the pressure and burden to a positive result. That has been very gratifying and enjoyable. I have learned that time management is a luxury and not necessarily under my control. However, seeing time quickly pass just to bring in another opportunity to exercise my mind has been very useful and invigorating.

      A learning community can be very diverse and require the use of imagination to adequately include other users of the VC. I find myself to be very independent in thought and willing to take ownership of my responsibility to complete projects. Others in a learning community play a supportive role that can lay a foundation for potential knowledge access if needed.

      Distance learning is a great tool for those with discipline and trust in their time management skills. The level of computer knowledge does not have to be exceedingly deep or involved to use the VC, so with a little effort, many different educational backgrounds can take part in distance learning. This country and the world will benefit greatly from distance education.

      Fourth Dimension Learning

      In Fourth Dimension Learning™, educational experiences are not measured by the hours in a classroom seat, as it is in a traditional classroom. Beyond the three-dimensional walls of the physical classroom, a Fourth Dimension exists. In this environment, learning is unencumbered by time and space restrictions. It is an online environment that does not require students to be in a specific place at a specific time, and it allows students to play an active role in their learning process by navigating through a non-linear environment. By freeing

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