Embed Doc
Copy Link
Readcast
Collections

CommentGo Back

Download

URRENT

RENDS AND

SSUES

NSTRUCTIONAL

ECHNOLOGY

Suzanne RoseRick MoggioRhianna Ulrich

[

INDUCTION EXERCISE

]

The definition, history, and core models of the instructional design field.

Definitions

Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources(AECT, 2004). This is the most current definition from the Association for Educational Communications and Technology (AECT). Although this may appear as a condensed version representing anextraordinarily large field, one must carefully observe the meanings and elements that encompasseach key term within this definition. Each key term encapsulates certain processes that hopefully further promote the proposed final objectives. Those key words are study, ethical practice,facilitating, learning, improving, performance, creating, using, managing, appropriate, technological,processes, and resources. The Definition and Terminology Committee of the AECT covers each of the key terms with extensive commentary of the intended meaning. These key terms, used incombination with other key terms, have proven to create a shift from the old definitions oncefollowed.

The first formal definition used by the AECT (Ely, 1963), referred to “the design and use of messages which control the learning process.” With the current definition, the relationships show a

paradigm shift from what were once educator-based controlled learning strategies to strategies that

are now designed to accentuate students’ learning abilities. To fully understand the definition of the

concept, one point must be kept in mind; technology is systematically ever-changing and ever-evolving. As theories change, so will the processes in which we learn. Figure 1.1 shows the processof the key term elements.

Figure 1.1A visual summary of key elements of the current definition

There are many terms such as Educational Technology, Instructional Design, Instructional Technology, and Instructional Design and Technology (IDT), used synonymously or in conjunction with the other terms. Educational Technology is also recognized as Learning Technology. This fieldhas also been referred to as Instructional Design and Technology.

Although the term “technology” can be observed as a very expansive term in itself, it can encompass

quite different and similar applications. At one end of the spectrum, it can be defined as physicalaspects such as computer hardware, software, and other communication devices (AECT, 2004). Atthe other end, it can be defined as organizational methods, systems, procedures, and processes in which to attenuate the learning process. These definitions demonstrate that educational technology can be viewed diff

erently. The AECT’s current definition, stated at the beginning of this section, is

one view. Dr. Terry Anderson, Professor & Canada Research Chair in Distance Education (2003),

defines educational technology as “those tools used in formal educational prac

tice to disseminate,illustrate, communicate, or immerse learners and teachers in activities purposively designed to induce

learning.”

The current AECT definition of Instructional Technology is “the theory and practice of design,

development, utilization,

management, and evaluation of processes and resources for learning”

(Seels & Richey). The main objective is a two step process. The first step develops an understanding as to how people learn. The second step uses that gained knowledge to design and createinstructional systems and the necessary materials in which to best to facilitate learning. Since thedefinition of Educational Technology is very close to that of Instructional Technology, the terms areused interchangeably.Instructional Design is the systematic development of instructional specifications using learning andinstructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includesdevelopment of instructional materials and activities as well as tryout and evaluation of allinstruction and learner activities (Berger, 1996). The process is learning the needs of the learner,defining the end instructional objectives, designing and developing the systems and materials, andimplementing them to achieve said objectives. The University of Michigan has compiled a list of definitions demonstrating the comparisons and differences between instruction al design andtechnology. It does state that Instructional Technology = Instructional Design + InstructionalDevelopment, where by the Instructional Development being known as the implementation process(http://www.umich.edu/~ed626/define.html). The field of Instructional Design and Technology (IDT) is best defined by Reiser (2001). The fieldof IDT encompasses the analysis of learning and performance problems, as well as the design,development, implementation, evaluation, and management of instructional and non-instructionalprocesses and resources intended to improve learning and performance in a variety of settings,particularly educational institutions and the workplace. Professionals in the field of IDT often usesystematic instructional design procedures and employ a variety of instructional media to accomplishtheir goals. Moreover, in recent years, they have paid increasing attention to non-instructionalsolutions to some performance problems. Research and theory related to each of theaforementioned areas is also an important part of the field. This term is most often synonymously used for Instructional Technology and Educational Technology.