Summary and Analysis of Instructional Technology:
Defining Instructional Design & Technology (ID&T)
with graphics and text
We can begin this paper’s analysis by defining Instructional Technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. " this definition was adopted by the AECT Association for Educational Communications and Technology. (Reiser & Dempsey, 2017)
|
Initially known as visual instruction or visual education one of the first publications on the subject was the book Visual Education, a teacher's guide to lantern slides and stereographs. The movement of visual instruction became started to become formalized from the mid-1910s to the mid-1920s as three professional support organizations emerged. In 1932 they merged creating the Department of Visual Instruction under the leadership of The National Education Association. Moreover, in 1937 Charles Francis Hoban releases his "Visualizing the Curriculum" textbook with innovative ideas. (Reiser & Dempsey, 2017)
|
|
Visual instruction becomes audio-visual (AV) instruction and starts adding the radio, audio recording, and motion pictures with sound between the 1920s to 1930s as those new innovations were invented and made available for education. The field evolves further during World War II as AV is extensively used by the military for training. And through wartime funding, prominent research psychologists and scientists helped to further develop personal learning and behavior. This all falls under the Division of Visual Aids for War Training which produced 457 training films. (Reiser & Dempsey, 2017)
Audio Visual Instruction becomes Instructional Technology as training files, filmstrips, projectors, simulators, and other training devices are innovated. Following the war, new models were released focusing on the communication process. The authors of these models indicated that during planning for communication it was necessary to consider all the elements of the communication process, and not just focus on the medium. One prominent model came from Shannon Weaver. (Van & Dejan, 2005)
Audio Visual Instruction becomes Instructional Technology as training files, filmstrips, projectors, simulators, and other training devices are innovated. Following the war, new models were released focusing on the communication process. The authors of these models indicated that during planning for communication it was necessary to consider all the elements of the communication process, and not just focus on the medium. One prominent model came from Shannon Weaver. (Van & Dejan, 2005)
Instructional Technology in the mid-1950s grew to include television, closed-circuit programming, and computer-assisted instruction (CAI). During this timeframe, the behavioral learning theory is introduced by B.F. Skinner. This is followed by a task analysis methodology developed by Robert Miller in 1953 which provides innovative ideas and implementation to the instructional design field (a newer and possibly more appropriate term for instructional technology). Skinner later is also credited for introducing the ideas of programmed instruction in his book "The Science of Learning and the Art of Teaching". Moreover, this is followed by the "Taxonomies of Education" by Benjamin Bloom in 1956 which became very influential in the further emerging field of Instructional Technology.(Reiser & Dempsey, 2017)
Entering the 1960s ushered in a wave of new ideas on child and adolescent cognitive development which were introduced from the research of Jean Piaget. This was followed by "Preparing Objectives for Programmed Instruction" by Robert Mager in 1962 to aid professional educators in better understanding how to write well-developed objectives. Followed by the 1963 concept of criterion-referenced measures and testing introduced by Robert Glaser. The 1965 book "The Conditions of Learning" by Robert Gagne, further contributions by individuals such as Atkinson and Suppes. Additionally, in 1967 after finding that many instructional designs and technologies were ineffective for learning, Michael Scriven promotes the idea of testing materials before and after implementation which helps lead to a major emphasis on programmed instruction and assessment which leads to the implementation of testing and evaluation. (Reiser & Dempsey, 2017)
The 1970s continued to introduce new models of instructional design such as the ADDIE Model created at Florida State University by the Center for Education Technology and the Cognitive information processing theory through leaders in the field such as Robert Gagne, Kemp, Dick, and Carey. Gagne introduced the integrated theory that considered the previous learning theories and made him prominent during this timeframe. (Reiser & Dempsey, 2017)
The 1980s through the 1990s were characterized by a focus on integrating personal computers in classroom learning. The prevailing movement during this period was known as the Human Performance Movement and that along with the advancement of educational design and technology helped to popularize the constructivist and situated learning theories. (Reiser & Dempsey, 2017)
|
The 2000s and beyond have been centered around moving away from CD-ROM, and local applications and migrating toward a heavier reliance on the Internet. In 2005 Downe's published "An Introduction to Connective Knowledge" and Siemens published "Connectivism: Learning as Network Creation." (Wikipedia, 2019)
Thomas Edison made a bold claim in 1913 regarding the effect that the motion picture with sound would have on education and how he predicted that within ten years books would be obsolete. Seymor Paperts in 1984 predicts that computers would be a major contributing factor to a significant change that would take place in the educational system. This echoes similar feelings this author has seen regarding the effect of the thin-client, the Smartboard, the iPad, and every new innovation and instructional design theory that has ever come along. The most recent decade has been focused on integrating social media into the classroom with pushes from Google, YouTube, Microsoft, Apple, and other cloud-based solutions. So, while everyone keeps assuming that every new innovation that comes along will be the big catalyst that transforms education; the only thing things that have truly been proven to increase the educational experience and endured the test of time is placing a good book, a whiteboard, and placing them in the hands of a great teacher or educator. |
|
References
Connectivism. (2007, July 29). Connectivism. Wikimedia Foundation, Inc.; Wikimedia Foundation, Inc. https://en.wikipedia.org/wiki/Connectivism
Reiser, R., & Dempsey, J. (2017). Trends and Issues in Instructional Design and Technology (What's New in Ed Psych / Tests & Measurements) (4th ed.). Pearson.
Van, V. R. B., & Dejan, V. (2005). Reflective communication management, future ways for public relations research. Annals of the International Communication Association, 29(1), 239–274.
Reiser, R., & Dempsey, J. (2017). Trends and Issues in Instructional Design and Technology (What's New in Ed Psych / Tests & Measurements) (4th ed.). Pearson.
Van, V. R. B., & Dejan, V. (2005). Reflective communication management, future ways for public relations research. Annals of the International Communication Association, 29(1), 239–274.
