2.
The model adheres to the six characteristics as follows: It is learner centered by analyzing learners and contexts. It is goal oriented in that it assesses needs to identify goals and then instructional analysis can begin. The third characteristic of focusing on meaningful performance is dealt with in writing performance objectives. By developing assessment instruments and revising instruction if needed it is assumed that the outcome can be measured in a reliable and valid way. The fifth characteristic states that data is at the heart of instructional design. So, the assessments should be data driven and a team effort would also be part of the instructional analysis. I try to use the interet, computer programs, and interactive whiteboard (I love these) to enhance the student’s learning experience.
3. Kids today know so much more than we do about technology. Let me speak for myself on that one! I feel that we can use technology so much more than we do. InteractiveiPads for school and homework. I see it as everything being online. Most of the courses for my studies (all except 2 that required f2f) were online. I earned my teacher certification and now my Masters of Education online.
There were many times that my fourth graders knew how to use certain technology much more efficiently than I could. Although I prided myself on being pretty tech savvy, I did not grow up with technology in my hand, and therefor I do not have that "digital native" advantage that they have. I learned a great deal about technology from my students. In fact, once I finally realized it was okay to let them teach me, we made it sort of a game that we all enjoyed. I now find that my fourth graders were significantly more tech savvy than most of my undergrad students, which I find interesting. But, then again, I think that is a generational thing.
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