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IDT History
The Early definition of the field focuses on Instructional Media. They used some materials like films, pictures, and lantern slides in schools. These materials were used to present information. Then, the focus of the field transfers from visual to audiovisual instruction as a result of the advancement in media.
On the other hand, the AECT definition of IT focuses on instructional as a process. This process includes facilitating learning, improving performance by applying the special skills that students have, and managing the good process of technology.
During the period of war, the Army Air force produced a lot of films and filmstrips. Also, the federal government established the Division of Visual Aids for War Training. Those training films have been employed in the military as Slide projects, audio equipment, and simulators.
Moreover, there are psychologists and educators that work on military duty like writing research and improving training. They evaluated trainees and chose the best of them who benefited from the program. Psychologists tested the intellectual psycho-motor and perceptual skills of people who succeed in the program. People who had a poor score of being on other programs. The percentage of people who have succeeded in the program has increased by the military. After the war, psychologists kept putting solutions on Instructional problems. They worked for organizations as “a system, and developed a number of innovative analysis, design, and evaluation procedures."
Instruction Technology Timeline.
My Instructional Design and Technology Definition:
“Instructional Design Technology is the process of combination of latest available hardware, software’s, people, educational theories to practice of designing, developing, implementing and continuously evaluating of processes towards effective teaching and learning”.
After reading several definitions and explanations about instructional design technology from several sources like from book and internet, I find myself that the core of each definition or explanation deals latest available resources on their particular era means hardware, software, stakeholders means students and teachers, medium means physical classroom or online classroom, and discussing to develop systematic processes or a framework in which to integrate all above mentioned things in order to implement effective teaching in a classroom, where learners can enjoying learning, effectively participate in collaborating learning, and become a long-life learners.
IDT Scholars And Their Contribution:
Robert Gagne
With the publication of his book “The Conditions of Learning (1965), Gagne described 5 domains of learning outcomes: verbal information, intellectual skills, psychomotor skills, attitudes, and intellectual skills. In the same volume of his book, he described 9 events of instruction. Also, his work in the learning hierarchies suggests that to master a skill, one should start with learning subordinate skills that will take the learner to the end goal. These contributions are considered key elements of instructional design models.
Benjamin Bloom
In a committee led by Bloom (1956), scholars came up with what is known as Bloom’s taxonomy. They proposed that the three domains of learning are cognitive (what one knows or thinks), psycho-motor (what one does, physically) and effective (what one feels, or what attitudes one has). Bloom also describes the cognitive domain as consisting of six objectives; knowledge, comprehension, application, analysis, synthesis, and evaluation, which are really important to know when writing learning objectives for a course.
Robert Glaser
Robert Glaser
He described an instructional system consisting of 5 components (1962); instructional goals, entering behaviour, instructional procedures, performance assessments, and research and development logistics. He was also the first to use the term criterion-referenced testing to assess the entry level behaviour of a student compared to the behaviour an instructional program aimed to teach.
He described an instructional system consisting of 5 components (1962); instructional goals, entering behaviour, instructional procedures, performance assessments, and research and development logistics. He was also the first to use the term criterion-referenced testing to assess the entry level behaviour of a student compared to the behaviour an instructional program aimed to teach.
Learning Theories:
Learning Theory of Behaviourism
Learning Theory of Behaviourism
This theory suggests “learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus” (Ertmer and Newby 2013). Behaviourism focuses on the observable physical behaviour of students as they react to either negative or positive stimuli and uses the teacher to provide incentives or disincentives for students to learn new behaviours. Skinner and J.B. Watson suggest that “since it is not possible to observe objectively or to quantify what occurs in the mind, scientific theories should take into account only observable indicators such as stimulus-response sequences” (Berkley Graduate Division). This learning theory suggests that students can or will perform if there is some sort of reinforcement, like praise or negative feedback that is observable which allows the student to perform and acquire new behaviours. This theory also suggests that students can be conditioned to behave through repetition and allows the instructor to have complete control of the classroom.
Learning Theory of Cognitivism
Learning Theory of Cognitivism
According to Ertmer and Newby (2013) “Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner. The learner is viewed as a very active participant in the learning process.” Cognitivism is used to help students make connections from what they are learning back to what they already know. Prior knowledge is essential to make sure students understand new material and relate it back to earlier lessons. The student is viewed as a processor of information and suggests that a learner responds to stimuli due to the processing of incoming knowledge and allowing for an output of behaviour. For Cognitivism, “key elements include the way that learners attend to, code, transform, rehearse, store and retrieve information” which translates to the way that students retain information and categorise it for a useful situation (Ertmer and Newby 2013).
Learning Theory of Costructivism
Learning Theory of Costructivism
Anthony William Bates states “Constructivists believe that meaning or understanding is achieved by assimilating information, relating it to our existing knowledge, and cognitively processing it (in other words, thinking or reflecting on new information)” (Bates). Constructivism focuses on the ability for students to experiment and interact with their environment with limited guidance from the teacher. This, in turn, puts the students in charge of their own learning, allowing them to problem-solve and make mistakes when necessary. Additionally, Ertmer and Newby (2013) state “what we know of the world stems from our own interpretations of our experiences. Humans create meaning as opposed to acquiring it.” This learning theory revolves around the idea that students communicate with one another to create meaning on their own while the instructor facilitates the learning, rather than providing the answer. This theory also encourages real-world application in order for students to find relevancy in their learning.
IT Trends
Our technology era is evolving constantly! The current practices in education technology might be outdated before we know. International Society for Technology in Education (ISTE) lists the current trends in the last few years as follows:
The four C’s of education (Communication, critical thinking, collaboration and creativity
- Redesigned learning spaces and innovative learning
- Computational thinking
- Project-, problem- and challenge-based learning
- Maker programs and activities
- Computational thinking, coding and robotics
- AR, VR, and mixed reality
References
A.w., Tony, & Bates. (2015, April 05). 2.5 Constructivism. Retrieved from https://opentextbc.ca/teachinginadigitalage/chapter/section-3-4-constructivism/
Ertmer, P. A., & Newby, T. J. (2013, January 01). Behaviorism, Cognitivism, Constructivism. Retrieved from https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/
Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in instructional design and technology. Pearson.
Skinner, B. F. (1974). About Behaviorism. San Francisco, CA: Knopf.
Teaching and Learning Theories. (n.d.). Retrieved from https://tomprof.stanford.edu/posting/1505
Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.
Educational-Philosophy.docx.pdfMy Educational Philosophy
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