Foundation

Definition of Instructional Technology

Instructional technology refers to the use of technology, tools, and resources to support and enhance the learning and teaching process. It involves the application of various educational technologies and techniques to facilitate learners' acquisition of knowledge and skills. Instructional technology encompasses a wide range of tools and methods, including multimedia materials, educational software, mobile devices, learning management systems, online courses, simulations, and virtual environments. These technologies can be used to create engaging and interactive learning experiences, personalize instruction, provide immediate feedback, and support collaborative learning (Shaheen & Lohnes, 2019)

My Definition of Instructional Technology

Personally, Instructional technology is the use of various tools and resources to enhance teaching and learning. It involves the systematic and strategic application of technology to design, develop, and deliver educational materials and activities that promote meaningful and effective learning experiences. 

Instructional design has changed over the years, with the most notable improvements taking place during the current 21st century. The 21st century has seen a rise in the use of technology in instructional technology. Digital simulations and models have enabled learners to better understand concepts that are seen as more abstract, as well as making learning to be fun by use of fancy fonts, interactive controls and models. There are new terms that are used to refer to the process, including systems approach, instructional system design, and instructional development.

Before 1920’s Historic events dictate that there has been significant progress since the emergence of visual media technology in the 1920's they were a good enhancement in the learning process.

During the 1930's the industrial revolution saw a surge in the necessity of industrial training with the integration of audiovisual aspects. During the world wars, especially WWII, it became a necessity for military exercises. Educators and psychologists such as Robert Gagne and John Flanagan were responsible for developing instructional design instructions based on theory and research on learning, instruction and human behavior.

1950's and 1960's instructional technology integration in the business process, including task analysis by Robert Gagne, who goes on to discuss components regarding intellectual skills, cognitive strategies and verbal instructions as part of the learning process, and programmed instructions by B.F. Skinner. In the early 1960s, criterion-referenced testing was developed to assess a learner’s performance in a particular set of behaviors disregarding how others perform.

This period was also marked by innovative analysis, design, and evaluation procedures such as the analysis methodology designed by Robert B. Miller working for military projects. This period was also marked by programmed instructional training whereby instructions were to be presented in small steps, inclusion of overt responses to frequent questions, provide prompt feedback, and allow for learner self-pacing. Behavioral objectives were also common between 1950s and 1960s whereby the designers embarked on identifying the specific objectives that learners were expected to learn.

In 1970s, there was an increase in the use of systems approach where the number of instructional design models increased across a wide application area such as in the military and learning. There was increase in the use of ID models and increase in graduate education courses on instructional systems

During the 1980s and 1990's when there was a gradual increase in computer usage, multimedia technology became a basis, with continued capabilities in the technology allowing its increasing integration. During this age, there was an increase in learning how the principles of cognitive psychology can be applied in instructional designs. There was an increased use of microcomputers for directing instructions and many instructions now started using computer-based instructions to develop designs. Increased electronic performance led to rapid prototyping.

In the current century, technological advancements have given a good basis for increased usage of instructional technology, with expectations increasing over time with the need for organization and procedures every now and then. From 1990s, there was an increased use of the internet for distance learning, knowledge management, and constructivism. 

Instructional Technology Scholars and Contributions

Three Learning Theories of instructional design 

Behaviorism: 

This theory is considered behavioral psychology as it focuses on learner behaviors learned and adapted from the surrounding environment. It can be related when the educator acts as the facilitator to provide an environment where students feel comfortable exploring new ideas. Creativity and confidence inspire students to learn more without feeling like the environment is compromised. Consequently, it helps students learn the most important thing, which is to change things about themselves to assist in the learning process.

Cognitivism:

Cognitivism theory is that the teacher can develop and teach students through mental processes. This should help students develop the skills they need to participate in the learning process. Learners can then conduct self-evaluation, identifying their strengths and weaknesses as they establish factors that will contribute to solving problems to achieve significant results.

Constructivism:

Constructivism theory emphasizes that students learn easily through their experiences. Students grow and learn by connecting what they learn in class with life experiences. In part, this makes the learning process enjoyable. The instructor only facilitates and directs the students on the various approaches they may use in their environments.

Instructional Technology Trends 

1- Collaboration:

This pertains to the integration of various elements and aspects in the learning process that allow the instructor to communicate with the student and for the students to be able to gain for participation in the process.

2- Social media:

In our time, social media has become a necessary thing. Such platforms as Facebook, YouTube, and Google enable students to search for their educational needs outside of the classroom, broadening the scope of the learning process.

3- Mobile learning:

This helps students to communicate and work together via the Internet from all over the world. It contains educational applications, calls, and games that help students learn.

4- Videos:

Video is a learning tool that gives the student the information acquisition in an easy and faster way through illustration.

5- Gamification:

A successful teaching method that makes students enjoy and learn with a positive energy, in addition to providing a challenging experience.

My Educational Philosophy  

I believe students need confidence in the learning process. In my classroom, I would love students to have freedom of expression and creativity. Students should be able to experiment with what they like and what they do not like to develop on their strengths and understand their weaknesses. With this model in place, teaching becomes effective when it is personalized to each student’s learning style.

My Educational Philosophy

Reflection  

ETEC 500 has been supportive for my personal and professional growth, providing me with a deeper understanding of instructional technology. I learned about the origins and stages of instructional technology development. Additionally, my experience expanded as I gained insights into the scholars who contributed to the integration of teaching and technology.

Interacting with students in this course reinforced my understanding that using social media, games, or discussions facilitates easier learning and the acquisition of new ideas.

References: 

   Instructional Technology: Looking Backward, Thinking Forward. YouTube. (2008, April 17). https://youtu.be/KdwEIi22Dv8 

Gibbons, A. S., Boling, E., Gibbons, A. S., & Boling, E. (2021). Message Structure, Educational Psychology, and Instructional Technology. Conversational Forms of Instruction and Message Layer Design, 33-46. https://link.springer.com/chapter/10.1007/978-3-030-84220-8_3

Grebin, N., Grabovska, S., Karkovska, R., & Vovk, A. (2020). Applying Benjamin Bloom's Taxonomy Ideas in Adult Learning. Journal of Education Culture and Society, 11(1), 61-72. https://www.ceeol.com/search/article-detail?id=897055

Schlinger, H. D. (2021). The impact of BF Skinner’s science of operant learning on early childhood research, theory, treatment, and care. Early Child Development and Care, 191(7-8), 1089-1106. https://www.tandfonline.com/doi/abs/10.1080/03004430.2020.1855155

Shaheen, N. L., & Lohnes Watulak, S. (2019). Bringing disability into the discussion: Examining technology accessibility as an equity concern in the field of instructional technology. Journal of Research on Technology in Education, 51(2), 187-201. https://www.tandfonline.com/doi/abs/10.1080/15391523.2019.1566037