Week 6 Response

1. What learning theories are intended by the author's of this "Instructional Design for IT Model".

While I believe that when the NTeQ model was developed the intended learning theories were behavioral and cognitive, the model is supportive of the constructive approach.  In chapter three, the authors discuss the behavioral approach in three parts: the action verb and related content, the criteria, and related content. The authors also discuss the cognitive approach in two parts: general instruction and statements describing specific performances that indicate mastery of the objectives.  The NTeQ model supports student-centered learning through the integration of computers and other technology as tools for discovery and problem solving. For example, during the Specifying the Problem phase, the authors discuss the opportunity for students to generate their own data through observations, experiments, and internet searches. 

2. Of the ten components of the NTeQ Model, which do you see are the most valuable to Instructional Design for Information Technology?

I believe that each of the ten components of the NTeQ model are important in the design of the model and for incorporating information technology in the classroom.  There are specific components of the model that relate directly to integration of IT, which support the intent of the NTeQ model. I see value in matching learning objectives to computer functions, as conducted in the Computer Functions phase. During the Data Manipulation phase, teachers will determine how students will use the identified computer functions to manipulate data and help solve related problems. Each of the phases: Activities While at the Computer, Activities Prior to Computer, and After Using Computer are important, as they determine how students will use the computer as a tool to meet lesson objectives, and interpret and explore the results of the computer activity.

3. Of the ten components of the NTeQ Model, which do you see as unnecessary or redundant?

As mentioned in my response to question 2, I believe that each of the ten components of the NTeQ model are important for the design of the model.  While I don’t see any of the components as unnecessary, I can see that some of the components may be possible to combine.  I think that the components of Specify Objectives, Specifying a Problem, and Results Presentation may all be combined together as their own phase.  These components all focus on specific problems and objectives that will be focused on within the lesson or unit, and how the students will present their results or solutions to the problem.  I also believe that the components of Activities While at the Computer, Activities Prior to Computer, and After Using Computer may be combined, as they all relate to how students will use the computer to meet lesson objectives, and interpret and explore the results of the computer activity.

4. Which new ideas from this model may be beneficial for the construction of your own group project ID model for IT? (It is not necessarily to consult with your partner for this question.)

I am very happy with the model that our group created, “The Flipped Model”.  Because the integration of technology is vital to our model, our Media phase specifically addresses the issue of organizing, developing, creating, and presenting various technology related media to students. Our model also has a Learning Activities phase, which involves having students discuss and further develop their understanding of the media in which they access, similar to the NTeQ model’s After Using Computer and Supporting Activities. One feature of the NTeQ model that our model does not have is the specificity within the model’s graphical representation.  By having ten very basic components, the progression of the NTeQ model is quite apparent.  At first glance, our model is very basic.  While each phase contains a lot of detail and action, this may not be evident by looking at our graphical representation.