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Philosophy of Instructional Technology

Empress Searight

University of Alabama
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My philosophy of instructional technology is focused on my personal theory of learning,

which I developed while completing the Ed’s in Educational Leadership with an Instructional

Technology concentration at the University of Alabama and during my first semester in the

University of Alabama Instructional Leadership with a concentration in Instructional Technology

PhD program. My learning theory is focused on “The Learning Theories of the 21st Century”

which includes behaviorist, cognitivist, and constructivist learning theories (Harasim, 2017).

My personal learning theory builds on the theory of design and learning and engage

learning as well as focusing on the planning of instruction, constructivism, and the knowledge of

theories of the 21st century (Harasim, 2017). These theories have all shaped, influenced and

helped me define my philosophy of Instructional Technology. Today there are many definitions

for Instructional Technology. One working definition of instructional technology is a “systematic

way of designing, carrying out, and evaluating the total process of learning an teaching” (Gagne,

2010). My personal understanding of Instructional Technology for professionals is to use

instruction to create an engaging learning environment by setting goals and objectives, analyzing

student characteristics, writing test, selecting learning materials, activities, and media, and

implementing useful tools to push students to their learning potential. According to Roblyer

(2015), Instructional Technology can also be defined as systematic instructional design, a set of

procedures for planning and developing teaching methods and materials that achieve results.

Learner Roles and Characteristics

Learners must be actively engaged in their learning process (Matthews, 2019) in and out

of class. Learner responsibilities are assessed by their teachers as a part of daily learning through

various activities, including dialogue and interaction with peers and teachers, performances, oral

presentations, and discussions. They should demonstrate their knowledge, skills, understanding,
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and capabilities. More importantly, students should review their learning through self-

assessment.

Teacher Roles and Characteristics

Teacher play a significant role in students learning. They must learn how to individually

understand their students’ unique needs, learning styles, abilities, and cultural backgrounds. My

philosophy of teaching is accessing before teaching. This is one of the seven effective learning

practices (McTighe and O’Connor, 2005) that I would like to use when teaching. I believe

assessments drive instruction and can be my guide to planning my lessons. By assessing before

teaching, I can pinpoint what learners do not know and what they already know. Therefore, the

skills being taught will be what the students need to promote growth in learning. Different

learning strategies will help students master skills and gradually build from essential elements to

more complex instruction. Like Vygotsky (Sarikas, 2020), I also believe in scaffolding, which is

a teaching method that helps students learn more by working with a teacher or more advanced

student to achieve their learning goals. The teacher’s instruction guides this assisted learning so

that the student will internalize the higher functions. This practice if guided learning in class will

help students become social learners as they actively engage with others.

Evidence of Learning

Evidence of learning or “how we know what students know” is very important in

education. I believe that having achievement data is essential in helping me, as an educator,

makes decisions that well improve students’ progress. This means sharing records and profiles

of learners about what students know and can do. This evidence can help educators and learners

by enhancing teaching and learning. I also believe in using many methods to show evidence of
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learning, along with formative and summative assessments, to guide me as I collaborate with

students about their learning.

Role of Technology

I believe that technology is great learning instruction, in other words, technology makes

instruction happen. In my recent study of instructional technology frameworks, I found that the

technological, content, and pedagogical knowledge (Koehler, 2014). These three areas are

combined at the core to make up technology. TPACK has played an essential part in helping me

define my philosophy of instructional technology. It has given me the opportunity to explore

new emerging technologies as new ways of effectively teaching with technology. Within the

conditions of TPACK it has also guided me in learning how to make sure of the representation of

technologies in my classroom, how to use technologies in constructive ways to teach the content,

and the knowledge of how technology helps students with challenges that they face and how it

builds on existing knowledge.

Diversity, Equity, and Inclusion

I am committed to sharing and honoring The University of Alabama’s attention and

commitment to diversity, equity, and inclusion. The University of Alabama’s diversity and

inclusion states that through policy and practice, they “recognize and appreciate difference as

well as promote fairness in treatment and access, cultivate a welcoming community that upholds

social justice” (2018). As I progress in my PhD studies and professional career, I will reflect on

all aspects of diversity, equity, and inclusion. This includes striving to make sure that I

implement instructional technology in my teaching as a tool to engage all students of diverse

backgrounds. As well as to provide a safe learning environment that student can learn how to
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communicate with other learner and build confidence in their own learning. I feel everyone must

treat others the same because we all can learn from each other.

Instructional Strategies

My idea is to use instructional strategies that help shape learners into independent learners.

Theses strategies can motivate, organize, monitor, and engage learning. Students can reflect on

those strategies that worked well with their learning outcomes. My personal instructional

strategy includes Collaborative (aka Online Collaborative Learning) (Harasim, 2017).

Collaborative learning involves both the teacher and the learner. I think it is an excellent way for

learners to engage in new technologies. This strategy involves the internet and other valuable

technologies. It also is a very engaging effort to learn from others in different locations at

different times. However, this a valuable personal strategy that has influenced me. I am also

open to using other strategies to engage students and help them achieve their learning goals.

Role of the IT Community

I have incorporated an IT Community in my philosophy of instructional technology. It is

an essential part of achieving and building upon while working together and collaborating with

other professional educators to analyze and improving learning. An active IT community helps

build my professional background and helps me learn new skills to improve in different areas of

my profession to be successful in helping learners.

Conclusion

Teaching is the profession that makes all other professions possible. To teach is to touch

the future and become an educator to influence and touch the lives of learners as a friend and

mentor. In summary, I see my philosophy of instructional technology as a way of using my

teaching as one that will help learners become lifelong learners in a society where education is
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essential, and technology makes a difference. As a future educator, I plan to not only learn from

the experience of current professionals but also keep up with new technologies. I know that

being successful in my field means I must continue working hard as an instructional technologist

to be a lifelong learner.
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Reference

Gagne, R.M. (Ed.). (1987). Instructional Technology: Foundations (1st ed.). Routledge.
https://doi.org/10.4324/9781315060248

Harasim, L. M. (2017). Learning theory and online technologies (2nd ed.). London: Routledge
Ltd -M.U.A

Office of Student Life, University of Alabama (2018). Retrieved September 10, 2022, from
https://sa.ua.edu/about/diversity-equity-inclusion/

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological
pedagogical content knowledge framework. In Handbook of research on educational
communications and technology (pp. 101-111). Springer New York.

Matthews, E., (2019). How to engage students in active learning. Retrieved October 15, 2022
from https://www.classcraft.com/blog/engage-students-in-active-learning/

McTighe, J., O’Connor K., (2005). Seven Practices of Effective Learning. Retrieved October 10,
2022 from https://www.ascd.org/el/articles/seven-practices-for-effective-learning

Roblyer, M.D. (2015). Instruction To Systematic Instructional Design For Traditional, Online,
And Blended Environments. Pearson

Sarikas, C., (2020). Vygotsky Scaffolding: What It Is and How to Use it. Retrieved October 15,
2022 from https://blog.prepscholar.com/vygotsky-scaffolding-zone-of-proximal-
development