Foundation

Definition of Instructional Design and Technology:

Instructional Design and Technology is a field of study which involves analyzing and integrating learning theories and technology with the purpose of enhancing learning and improving learner outcomes (UAGC, 2021). It's important to note that IDT is not confined to only k-12 education, it's applied across many settings including the military, corporate, healthcare, just to name a few. 

Field Contributors

B.F. Skinner (1904 - 1990) was a highly influential (and controversial) psychologist who believed in radical behaviorism. He believed that learning is exlusively an external process and that all human behavior stems from operatant conditioning. His theories continue to play a large role in education, psychotherapy, animal training and other fields. (Cherry, 2024). 

Robert Gagné (1916–2002) was an educational psychologist most known for his Nine Events of Instruction, a framework that provides a systematic approach to designing effective and engaging learning experiences. This model outlines nine key instructional steps that must occur in order for learning to take place. His contributions remain highly influential in the field of instructional design, as his model is versatile and can be applied across various disciplines and delivery methods(UIOWA, 2024).

Benjamin Bloom (1913 - 1999) was an educational psychologist who is famous for developing a framework aimed at encouraging higher-order thinking in education, known as Bloom's Taxonomy. It organizes learning objectives into six levels, starting with basic knowledge recall  to more advanced tasks. This framework is  highly used among educators to this day since it promotes deeper understanding and meaningful learning (SMU, 2024).

Learning Theories 

Behaviorism: A learning theory that focuses on observable behaviors and external processes. This theory emphasizes the effects of rewards and reinforcements (positive or negative) to impact behavior (Phoenix, 2021). 

Cognitivism: Cognitivism focuses on how individuals process and store information, based on the idea that learners construct knowledge through their own mental processes based on their experiences, memory,  and prior understanding. Cognitivism prioritizes internal processes of learning over traditional teaching methods (Phoenix, 2021).

Constructivism: Constructivism is a learning theory based on the idea that learning is an active process and focuses on learners’ prior knowledge and experience. It emphasizes the idea that learning occurs through exploration and experimentation (Phoenix, 2021).     

Connectivism: Connectivism is a learning theory that emphasizes the importance of networks, collaboration, and digital literacy in the digital age. It suggests that knowledge is distributed across networks of people and information and that learning occurs through building and maintaining connections within these networks (Phoenix, 2021).

IDT Glossary

The following is a group assignment in which two of my classmates and I complied a list of key terms and definitions in the IDT field. A big THANK YOU to Xochitl Baca and Parin Chawalit for their contributions. 

IDT Glossary

Educational Philosophy

As an educator, I believe in equipping students with the tools they need to become self-sufficient, self-confident, curious, and functional members of society. My role as a teacher extends beyond delivering mathematical content; I see myself as a mentor and guide, using math as a vehicle to teach valuable life skills such as perseverance, creative and logical thinking, and pattern recognition. I aim to make learning meaningful and applicable to real-life challenges.

I strive to help students overcome their fear of math by fostering a growth mindset, building their confidence, and sparking curiosity about the subject. Inspired by my own high school experience and working-class background, I am deeply committed to supporting students in surpassing societal expectations and reaching their goals; I want every student to feel empowered to shape their own future. 

As a lifelong learner, I believe that education is a journey, not a destination. This mindset drives me to continually grow, embrace new strategies, and integrate innovative practices to ensure my teaching evolves alongside my students’ needs. Through technology integration, and different teaching methods, I strive to create an engaging and supportive learning environment that supports both academic success and personal growth. 

My Educational Philosophy and Technology Paper 

Reflection

My journey in Instructional Design and Technology has deepened my understanding of how learning happens and how thoughtful design can make a real impact. Exploring the history of instructional technology reminded me that while tools and platforms continue to evolve, the core goal remains the same: to improve learning and support student success.

Learning about key contributors like B.F. Skinner, Robert Gagné, and Benjamin Bloom helped me connect theory to practice. Skinner’s ideas around reinforcement appear in my use of quiz corrections and incentives. Gagné’s instructional events have shaped how I structure lessons, and Bloom’s Taxonomy continues to guide my teaching practices to promote higher-level thinking.

The different learning theories also show up in different ways in my teaching. While I do apply behaviorist techniques like positive reinforcement, I most identify with constructivism, which emphasizes student exploration, collaboration, and real-world application. Cognitivist strategies like scaffolding and chunking also help me meet students where they are and help move them forward.

Technology plays a huge role in making this all possible. Tools like Google Classroom and DeltaMath help personalize instruction, increase student engagement, and support self-reliance. These platforms allow me to differentiate instruction and provide students with timely feedback.

This journey has helped me grow as an educator and reaffirmed my commitment to designing instruction that is engaging, student-centered, and rooted in both theory and empathy. I am committed to continuing to evolve alongside the field and my students.