integrating technology into instruction
If I were to try and sum up my philosophy of instructional technology in one word, it would be “intentional.” As technology becomes more and more engrained in our culture, it can become tempting to use it in any environment or application. However, technology should not be implemented as an afterthought, or be included just for the sake of including it. The use of technology should have a clear purpose, which is to help the learners. Ultimately, our goal as instructional designers is to determine objectives, perform analyses, and complete planning tasks that will help us create a training product suitable for the end user. Any technology that we implement should be present to help the learner perform the tasks necessary to demonstrate knowledge of those objectives, and it should be at the forefront of our planning processes.
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One major benefit to utilizing technology in instruction is that it can allow us as designers the opportunity to create more inclusive and holistic educational experiences that support the mastery of learning objectives. Every learner perceives and understands things differently, and has established learning preferences; for example, I typically learn best by reading and looking at visual representations of the text, while my husband learns best by watching videos and being able to use his hands. As such, we must be able to design for a diverse group of learners, and we can do that by incorporating different opportunities for technology use with the Universal Design for Learning framework. UDL provides learners with the autonomy to use technology how they see fit and how works best for them; in turn, increasing the likelihood that all learners will be reached.
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As instructional designers, we will never completely be able to predict the characteristics and preferences of people that will interact with our content, so we should build in these opportunities as a central and intentional part of our instructional planning. Providing multiple options for technology use also allows us to celebrate diversity and promote inclusivity, as we are removing barriers and creating chances for everyone to be successful. In the case of a learner with limited access to technology, or slow internet speeds, or no internet at all, we’re giving them the chance to choose the method for learning that is most convenient for them (for example, designing content that is both desktop, mobile, and even tablet friendly). In the case of a learner with a disability or need for accommodation, technology opportunities can be integrated into the content in a way that the learner doesn’t need to disclose their accommodation (which can lead to stigma or stress on the learner). Flexibility is simply built into the instruction so everyone can benefit.
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If used intentionally, technology in instruction can make a huge difference in helping a learner succeed and achieve their goals. An instructional designer should be knowledgeable about designing instruction so that no matter who is interacting with the content, they have the means to learn from it. If technology opportunities are not integrated with a clear purpose and benefit, it may not actually be helpful to the learner. If improper technologies are integrated into instruction, that can also be more harmful than helpful to the learner's success.
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Personally, I have always had a strong interest in accessibility and designing instruction for disability communities. I strive to incorporate UDL wherever possible anyway, but the impact that it can have on disability communities is truly inspiring. I am incredibly dedicated to building equitable opportunities into every instructional experience I create.
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