![]() ![]() 3), arguing that just as architects envision and structure buildings with their patrons in mind, individuals can structure information in ways that facilitate its use. Richard Saul Wurman coined the term “information architect” (IA) in the late 1970s (Knemeyer, 2004 January, p. This study considers the ongoing development and future trajectory of a particular aspect of new media practice, the information architecture field, focusing specifically on the years 1995-2005. It then constructs a classroom-oriented expansive and reflective ID model that: (1) facilitates the teacher’s re-examination of their existing practices to identify contradictions in his/her instructional planning process in the TELE (2) treats the ID elements in a nonlinear and non-sequential way (3) accounts for the decisions made by other participants in the TELE, especially students and other teachers (4) supports teachers’ formulation of solutions to the contradictions and transforms practices to take up the affordances of technology in the TELE and (5) recognizes the need for teachers to move beyond the current activity by reflecting upon it so as to enable the emergence of new norms of practice. Adopting an activity theoretical perspective towards instructional planning in the TELE, this paper examines two existing ID models: Reiser and Dick (1996) and Morrison, Ross, and Kemp (2004). ![]() They also fail to facilitate teachers’ critical re-examination of their existing practices and exploration of other practices to take up the affordances of technologies for effective instruction. Many of these models have not factored in the complexities that teachers faced when planning for instruction in technology enhanced learning environments (TELE). Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, research studies have shown that they are not widely employed.
0 Comments
Leave a Reply. |