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    9 views12 pages

    Seels Instructional 20technology Definition Domains 20of 20the 20fie

    Uploaded by

    Berry Perdana Situmorang

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 12
    vos largely supplanted by videotpe which is curently being supplanted by digitized audio and video. In 1977 teachers had to contend with sched ‘ling and showing film, including heading a 16mm projectors that the oper and lower loops provide just the ight synchronization hetwece audio and video. Today, most homes own their own video cassette recorder (VCR) and showing afm is as simple as puting the cosets tape into the VCR. Instructional resources available ouside the home have ‘uliplied dramatically. Even in the eights, the price to purchase oe rent an entertainment or educational film was high, Today, every city hee orens of comer video shops, and grocery stores offer video rentals for less than a dollar each. Laserdisc are available for home use Pubic libraries not ony offer videos, but discs and computer. ning to be available there a well, Cure, the term high formation super- ‘common vocabulary and wse ofthe Internets mushrooming 'n 1977 Insrutonat Technology was an emerging field of study Although practice flourished, theory was limited, Proliferation of instruc, tional design models came inthe 1970's and 1980's. Many models were introduced including Dick and Carey's design model (1978) and Keller's ‘motivation model (1983). The cognitive perspective had not yet come to ‘supersede behaviorism in nstrctional psychology, and performance tech nology ad not yet become a key concept. The concepts of consttiviem and post-modernism were not being discussed ns sum, much has happened since the lst definition of the fea {nstvctional Technology has evolved both a a profession and an aes of ‘academic study, The purpose ofthis book is to propose anew defntion ‘ofthe field based not only ona reexamination ofthe 1977 definition ter ‘80 upon the developments in research, theory, and practice, Barbara B, Seels Rita C. Richey Pitsburg, Pensyvania— Dewot, Michigan Lasteuttional Nechwology : The Definitions Mans OF the Field Barbara Steels Astociahion Tor Educational Communi- Cations » Technology = 94 Chapter 1 —— The 1994 Definition of the Field Instructional Technology ls the theory and practice ofdesign, development, wilization, management and evaluation of processes and resources for learning For atleast forty years the fel of Instructional Technology periodically has pursued processes of collective self-examination, resulting in sate- ‘ments which describe itself professionally. In 1963 such efforts produced the frst formal definition of the field. Ths definition has been updsted 8 number of times, with each change providing new directions forthe Field. Since the last formal definition seventeen years ago, dramatic ‘changes inthe profession and in technology have occured, Consequently, this process of reexamination has once agin evolved The result of this collective analysis iste 1994 definition ofthe field shown above. This ‘book will explore the dimensions of th new definition and its implications for both theory and practice, First, Chapter One wil introduce the new definition by discussing the assumptions om which it was based andthe implications of its terminology, Assumptions of the Definition The Nature of the Definition Iseac Scheffer (1960) distinguishes between general definitions and sciemific definitions. According to Scheffer, scientific definitions are 2 INSTRUCTIONAL TECHNOLOGY DEFINITION AND DOMAINS ‘echnical, theoretically based and require special knowledge in order to understand them. They are embedded in a context of research, Geneva! efntions, onthe other hand, can be undestood bythe public or ener professionals. A general definition explains how aterm ist be undersod inthe content in which tis ued, Scheffe identifies tree types of geneeal definitions: stiputative, descriptive and programmatic. The debineios of the field resented here meets Scheflerseiteria fr a general definition ofa stipulative and programmatic nature. This 1994 defition ofthe Reld is based on prior usage, stipulating what the fel is equivalent nad ncompasses, and suggests areas where research is needed. Therefor t 's a stipulative definition with programmatic implications intended to sve communication purposes, A field can be defined in several ways: by the roles practtiones lay, by areas of special knowledge, or by the requirements for being 1 Professional in the field (Marrner-Tomey, 1989). Definitions canbe Ig. ‘cal o metaphorical ora combination ofboth. For example, a tole in field can be described through metaphor, such as portraying the instrac tional designer as an artist ora afta, Before a definition is developed, parameters forthe definition must be latified. These parameters are the assumptions that provide a basis for making decisions. For a definition tobe formulated, deisions mast ‘be made frst about the scope, purpose, viewpoint, audience and eens! _haracersics to be taken info account. The 1994 definition ofthe held {is based on the following assumptions ' Instructional technology has evolved from @ movement to afield and profession. Since profesionisconcemed witha kaowedge base, the 1994 definition mus identify and emphasize owen tional Technology a a fld of sudy as well as practice, In com. leat the 1977 definition placed more emphasis on pracitionee soles ‘© A revised definition of the field should encompass those areas ‘f concem to practitioners and seholats. These ares ave the domains ofthe field * Both process and product are of vial importance tothe fed and eed to be reflected in the definition THE 1996 DENTON OF THE FIELD a ‘© Subilties not cletly understood or recognized by the typical Instrectional Technology professional should be removed fom the definition and its more extended explanation. Although not stated explicitly, several important characteristics of| the field are implicit in the definition. Fist, iti assumed that Both research and practice in te lld are carried out in conformity with the ‘ethical norms of the profession. It is further assumed that professional

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