Defining the Field

1. The books definition represents a more clear, up-to-date, version of instructional technology.  Over time, technology and the use of technology has changed drastically.  Refreshing the definition allows us to compensate for the rapid changes.  The new definition recognizes the key elements of instructional technology which are the use of media for instructional purposes and the instructional design procedures (Reiser, Empsey).  Upon reading the 2006 AECT definition, I did expect to see the ethical use of technology to be a part of the books definition.  This concern would be due to the multifaceted technology at the fingertips of millions of people.  I feel that an 'ethical practice' mention would be necessary for educational technology.  My personal definition would incorporate the ethical concerns as well as the facilitating aspect of instructional technology and learning.  Technology is there to facilitate the learning and not be the major learning tool.  The goal of the definition would be to show the efforts of professionals on trying to improve performance in the workplace.  That being said, I feel that the definition in the book clearly points in that direction.
2.  The model clearly shows the instructional design should be centered around the learner.  Being centered around the learner, revising instruction will always be readily available to modify to reach their goal.  Therefore, leading us to a goal oriented design.  the end desire is for the learner to be able to perform in behavior-appropriate setting.  My thoughts are on the end desire of instruction is to provide adequate instruction for the needs of the learner and the performance goal.  My example that best suits my thoughts would be that med didn't undergo specific sniper skills training to be become a baker, they are trained for being a sniper.  If the instruction produces an outcome, the outcome then becomes measurable for professionals.  Positive outcomes portray some level of goal accomplishment and negative outcomes in turn provide opportunity for adjustments and revisions on the instructional design.  My question now being, what instructional design would not benefit from more than one professional working together toward a common goal?  Nothing would be as beneficial  as having a team working towards one main outcome.  The  Dick, Carey and Carey model of instructional design adequately fits my desired and current work environment.
3. Use of the internet and worldwide web is not only heavily involved in the instructional design but it also offers a 'sea' of information and resources.  This internet availability has led to a class with endless possibilities.  Currently, I see classrooms using the internet for resources during instructional design and application of the design in class.  These have included things such as engaging videos, hands on problems, visual aids, read aloud books, labs, discussion boards, and many others that offer more variety and engagement for the students.  Another great use of the internet was in a middle school English/Reading class.  The class was watching a novel based film while having an online chat/discussion about the movie.  The students had guided topics for discussion.  The students stayed on task and were able to discuss the novel as they would aloud with the class.  K12 education could benefit from the addition of online learning.  Students are able to adjust the 'media' as necessary for their learning style.  Many online classes offer flexible time for the convenience of the student no matter the age.  There is a wide variety of programs students can access for educational purposes on the internet.  I see continuous progress being made on the quantity and quality of online instruction for all levels of education.