Foundation

What is IDT & What Does It Mean To Me?

Official definition by AECT:

"Educational technology is the ethical study and application of theory, research, and practices to advance knowledge, improve learning and performance, and empower learners through strategic design, management, implementation, and evaluation of learning experiences and environments using appropriate processes and resources.” (AECT, 2025)

Personal Definition:

Instructional design is examining a learners' needs and creating material or content based on specific learning styles and methods to optimize what the learner will take away from the experience and how they will apply it in their personal lives. The addition of education technology allows for the integration of technological tools to better enhance and improve a learners experience.

Timeline of Instructional Design Trends

Key Learning Theories

Situated Learning Theory

Learning through others & experts

Situated learning theory focuses on the importance of a community and culutral system. Learners are an active part in a community, and ideally are part of an apprenticeship to sharpen skills and become an expert themselves.

In the world of instructional design, situated learning may look like an internship where the student sees first-hand experiences of a profession they may want to join.

Connectivism

Learning through connecting ideas & resources

Connectivism focuses on the importance of making connections and building knowledge through assessing different diverse information sources. This can be done at an accelerated rate when technology is utilized.

In the world of instructional design, connectivism may look like a discussion board in an LMS where students exchange thoughts and opinions on a specific topic.

Cognitivism

Learning through active recall & memorization

Cognitivism focuses on the importance of memory and how we store and retain information for performance. There are three main memory systems: sensory, short-term, and long-term.

In the world of instructional design, cognitivism may look like asking a student to explain a process to another student by breaking it down in smaller steps and detailed explanation.

Key Scholars

Jean Piaget

Taught the world of instructional design that learning occurs through stages of cognitive development. Instructional designers use Piaget's theory of cognitive development to choose the most efficient way to administer information based on the learner's readiness.

Jene Lave

Taught the world of instructional design that learning occurs when there is real-life relevance. Instructional designers use Lave and Wenger's situated learning theory to add in elements of community and mentorship to increase learning potential.

Benjamin Bloom

Taught the world of instructional design that learning occurs through hierarchical levels. Instructional designers use Bloom's Taxonomy to efficiently define learning objectives and choose efficient assesments to measure profiency and understanding.

IDT Trends

Artificial Intelligence

AI is becoming an essential part of instructional design through each phase of the ADDIE process, as well as becoming a common presence on the learner side. It allows for immediate tutoring and feedback, assists in content creation, and analyzes large outputs of data to better personalize existing content or materials. As we progress with integrating AI into our everyday lives, it is essential to continuously refine and adapt our ethical use policies and regulations.

Immersive Technologies (VR and AR)

Virtual reality has revolutionized how we can apply real-life relevance or incorporate more first-hand experiences to boost learning connections. It can improve engagement from learners, allow for hard to manage or dangerous tasks without the consequences, and allow for equity amongst classrooms for field trips or immersive STEM opportunities. As we progress with immersive technologies, it is imperative that we look towards more affordable options so there is a more equitable chance for all learners to have access to this tool.

Educational Philosophy

When learning new skills, individuals can process information in many ways, but my philosophy, shaped by my background in outdoor education, centers on hands-on inquiry and real-world application. I’ve seen learners successfully memorize information yet struggle to use it in critical thinking situations, which reinforces my belief that applying new knowledge through activities or real-life scenarios creates deeper understanding and personal connection. Over time, I’ve come to see the teacher’s role as more of a guide who supports exploration rather than simply delivering information to be repeated. As a learner, I often excelled through memorization, especially in traditional STEM courses where hands-on components were limited to lab sessions. It wasn’t until graduate school that I realized how powerful it is to pair memorization with continuous hands-on activities that reinforce relevance and real-life application. Now, as an instructional design and technology graduate student, I’m integrating these insights with new technological tools to create richer, more meaningful learning experiences.

Education Philosophy & Technology Paper

Reflection

When I began this program for MA in Instructional Design and Technology, I had the impression that instructional designers create trainings and modules, and move onto the next project. Over the course of 16 weeks, I was able to dive deeper into the world of instructional design and explore how this field came to be, and all of the different researchers and fieldwork it is based upon. My focus shifted from simply creating trainings and modules, to focusing on how the learner intakes that information and what they do with it. This semester has given me insight on how to build the right activity or course materials based on what the learner needs and what theories can strengthen and enhance certain activities or formats. I hope to apply what I learned in this program to every project I take on as a future instructional designer when analzying, designing, developing, implementing, and evaluating.

As I progressed through my second semester in the program, I found myself focusing more on the finer details and skills needed to strengthen and elevate my work. Building on the foundational knowledge from my first semester, I began to explore how different tools and resources can introduce more interactive elements into the learning experience and how those elements can be intentionally connected back to learning theories. This shift allowed me to think more critically about not just what I design, but how each component supports the learner’s overall experience. Through the combination of both semesters, I have developed a stronger ability to create well-structured courses while also enhancing them with engaging, interactive components that can support and reach a diverse range of learners.

References

Association for Educational Communications and Technology. (n.d.). AECT definition of educational technology [Web page]. www.aect.org

Reiser, R. A., Carr-Chellman, A. A., & Dempsey, J. V. (Eds.). (2025). Trends and Issues in Instructional Design and Technology (5th ed.). Routledge.

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