The Practice of Instructional Design

Why don’t we invest the necessary time up front in instructional design of a course or lesson? We teach it, but do we practice it? I’ve been refining an article on the process of understanding learner readiness, selecting appropriate instructional strategies for that level of readiness, and then and only then considering uses of technology that would enhance that particular learning situation. In writing about it, I find I’m not practicing what I’m preaching often enough! Basic instructional design. It dawned on me that I should model this practice for my students by posting a well-designed lesson plan for each lesson I teach in each course. Wonder how much that would count toward tenure?! Ha! Grrr (as my 7-year-old often says)!

What do they Know that Others Don't?

What do teachers who effectively improve student learning by employing instructional technology in appropriate ways know that others don’t?

1. They know they must first start with thinking of desired outcomes for student learning.


2. They know that they can’t choose the tool before designing the lesson according to student learning.


3. They know that it’s not about the technology no matter how cool that gadget may be.


4. They know that sometimes the best technology is not the newest or flashiest.


5. They know that learning is more about the process than the product.

What else?

What about WHY?

My friends and colleagues John Curry and Sandee Goetze have convinced me that blogging may be a worthwhile effort. Soooooo . . . . .  here we go. I will attempt to stay on focus – the question I deem to be most essential in the world of educational technology – Why?

When there are so many interesting technological tools available, WHY do most teachers still teach the same way they always have?

WHY are our children engaging in difficult, challenging, and entertaining learning activities (such as Roller Coaster Tycoon) at home and then asked to complete a drill and kill worksheet at school?