Both formal and informal learning is necessary for a curriculum. The informal learning usually puts into consideration the life skills that are required for the success of learning. Both the formal and informal learning hold and attract their participants (Reiser & Dempsey, 2012).
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There are people who can collaborate with others without the need for special skills of programming. This is referred to as web 2.0. It also allows individuals to create contents that are digital so as to make easier the collaboration. Informal learning comes from the conventional learning.
Both the web 2.0 and the constructivist theory shift the responsibility of learning to the learner (Reiser & Dempsey, 2002). Informal learning is usually about the outcomes that focus on the experience and process, and the wisdom and collaboration that resides within the individuals. Technology encourages the use of informal learning as it enables in the creation of the vivid experiences (Akbulut, 2009).
Instructional Designers and P-12 Technology Integration
The ASSURE Model is often used to any approach that is a landmark. It uses the six model to design lessons that enable teacher student interaction. The model is aimed at assuring an efficient instruction. The model first analyzes the learners before clearly stating the objectives. The system strongly involves learners after which it evaluates and helps them with revision (Solis, 2007).
The NTeQ is a model that mainly deals in developing lessons that are problem based mainly on students’ use of technology. It impacts the competence of the technology required in the 21st century for successful careers as it deals with current issues (Solis, 2007).
Technology could be incorporated into a lesson by strategy implementation as it enables technology integration into the curriculum. Some tasks for the students would include using the 21st century content, implementation of skills in learning and thinking and adoption of literacy in technology and communication. The evaluation process will be in the form of technology packages which provide both qualitative and quantitative data (Reiser, 2001).
Developing Learning to Meet Complex Challenges for an Undivided World
Technology for education in the developing world keeps the pace with the growing complexities of the world. In the developing countries, technology for education must develop abilities to learn in ways that enable individuals to do more than it is expected. The people must learn to interact wisely and improve on their intelligence with the change available (Dick, 1981). Teachers who instruct without technology face so many challenges.
Some of them include; teachers resort to some other ways of teaching and the courses taught in the curriculum may be weak and very insufficient for the learners (Dick, 1981). This makes the learners not to have the urge to develop new ways of learning. The teachers are poorly paid and do not have much access to resources such as books, and even the internet.
Physicists actively involve themselves in the contribution of various aspects of P–12 education that involve school contracts for both nonprofit and profit making organizations. They both integrate into the classrooms new technologies that maintain the key focus of improving the learning of students (Reiser & Dempsey, 2012).
Developing technology in the world keeps the complexities of education at a good pace. Technology enables teachers to s come up with some other ways of teaching for a better understanding.
Akbulut, Y. (2009). Trends and Issues in Instructional Design and Technology. The Turkish Online Journal of Distance Education, 10(1), 231 – 235.
Dick, W. (1981). Instructional Design Models: Future Trends and Issues. Educational Technology, 21(7), 29 – 32.
Reiser, R. (2001).A History of Instructional Design and Technology: Part II: A History of Instructional Design. Educational Technology Research and Development, 49(2), 57 – 67.
Reiser, R., & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.
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Solis, J. (2007). Robert A. Reiser and John V. Dempsey, trends and issues in instructional design and technology (2nd ed.). Educational Technology, Research and Development, 55(2), 193.