Tong Feng's ePortfolio
Definition of Instructional Technology
Since the 1920s, the definition of Instructional Technology has been changing. There are more than 10 different definitions about Instructional Technology from the 1920s to 2008.
The latest definition of Instructional Technology is by the AECT committee in 2008. "Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (Januszewski & Molenda, 2008, p. 2). This definition focuses on ethical practice, facilitating learning, and improving performance.
My Definition of Instructional Technology
Educational technology is the best label on the Instructional Technology field. Because educational technology is a "study and ethical practice" (Reiser, 2012, p. 4), it emphasizes the importance of its practice.
Instructional Technology is a practical field of study that instructors research and develop teaching methods, techniques and materials to improve learning and performance.
History of Instructional Technology
Decades
Focus/Important events
Before 1920's
Instructional technology was considered as Instructional media---films, pictures and lantern slides. The increased use of Instructional media was known as the visual instruction movement.
1930's
The developments of new media like sound recordings and radio broadcasting had shifted the focus from visual instruction to audiovisual instruction.
1940's
Because of World War II, audiovisual devices were used in the military and in the industry instead of school.
1950's
Instructional technology was discussed as a process instead of just media. Television was used as a medium of instruction.
1960's
"Instructional design, systematic instruction, and instructional system" were used to depict the models for Instructional Technology (Reiser, 2012, p. 25).
1970's
Some new models of instructional design were created. Instructional design rapidly developed in different fields, including military, education, business, and industry.
1980's
Computers were used in instructional field. Researchers paid attention to the impact of cognitive psychology on instructional design.
1990's
Instructional designers used computer to improve their performance rather than just as an instructional tool.
21st Century
Computers and other digital technology like Internet were extensively used in business and industry, higher education, K-12 education, and the military.
Leaders in IT Field
B. F. Skinner
Robert Gagne
Robert Glaser
He is a pioneer of modern behaviorism.
In his article the science of learning and the art of teaching, he described the requirements of increasing human learning and the effectiveness feature of teaching materials.
He proposed nine events of instruction in his book: The Conditions of Learning. The nine events include gain attention, inform students of the objectives, stimulate recall of prior learning, present the content, provide “learning guidance”, elicit performance, provide feedback, assess performance, enhance retention and transfer to the job.
He used "criterion-referenced measures" to assess students and develop teaching plans. He believed that the use of criterion-referenced tests is a key feature about the instructional design process (Reiser, 2012, p. 24).
Learning Theories
There are three learning theories that have an impact on the Instructional Technology field, including behaviorism, cognitivism, and constructivism.
Behaviorism focuses on changes in observable behavior when learning has occurred (Driscoll, 2012). In this learning theory, reinforcement is a way to increase the likelihood of desired behavior. Learners should practice the desired behavior until the desired level of performance is achieved. Instructors can use tests to evaluate learners' performance.
Cognitivism focuses on the inner mental activities. In this learning theory, human brains and the computer information system are connected. According to the zone of proximal development (ZPD), students can learn more with the help of highly skilled instructors. Stimuli can enhance learners' memory. Schema are used to organize structures to help learners understand the content.
Constructivism focuses on building knowledge systems, compared with behaviorism and cognitivism, it is more subjective and positive. In this learning theory, learners are encouraged to explore and discuss knowledge and ideas to solve real world problems.
IT Trend
In my opinion, the major trend of the instructional technology is to use more technologies to facilitate instructors' teaching and improve learners' learning.
The development of Internet, computer and some mobile devices such as laptops, tablets, and smart phones promote the development of instructional technology field. Some technologies have been used in the instructional technology field in recent years. For instance, some video tools are used to make and edit tutorial videos, including Camtasia, Quicktime player and iMovie. Additionally, web builder software is used to display instructional content, such as wix and wordpress. Furthermore, game-based software such as kahoot! are used to motivate and engage students.
Evidence
My educational philosophy integrates three learning theories: behaviorism, cognitivism, and constructivism. In other words, my educational philosophy belongs to eclecticism.
Reflection
In ETEC 500, I understood some definitions about instructional technology in different periods and the history of instructional technology field. Also, I knew a lot of leaders who make a significant contribution to instructional technology.
Last but not least, learning the definition and history of Instructional Technology is important to me, because definition and history are the foundations for a new field of learning.
References
David, L. (2017). Summaries of Learning Theories and Models. Learning Theories. Retrieved from
https://www.learning-theories.com/
Driscoll, M. P. (2012). Psychological Foundations of Instructional Design. In R. A. Reiser & J. V. Dempsey.
(Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 35-42). Boston, MA:
Pearson.
Januszewski, A. & Molenda, M. (2008). Definition. In A. Januszewski & M. Molenda (Eds.), Educational
technology: A definition with commentary (1st. ed.). pp. 195-211. New York, US. Lawrence Earlbaum
Associates.
Reiser, R. A. (2012). What field did you say you were in? In R. A. Reiser & J. V. Dempsey (Eds.), Trends and
issues in instructional design and technology (3rd ed., pp. 4-5). Boston, MA: Pearson.
Reiser, R. A. (2012). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey
(Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 24-25). Boston, MA:
Pearson.
Reiser, R. A. (2012). Characteristics of instructional design models. In R. A. Reiser & J. V. Dempsey
(Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 8-15). Boston, MA:
Pearson.
Winn, W., & Snyder, D. (1996). Cognitive perspectives in psychology. In D. J. Jonassen (Ed.), Handbook of
research for educational communications and technology. New York: Macmillan.