Foundation Of Instructional technology (original) (raw)
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The Pillars of Instructional Technology
Concepts, Methodologies, Tools, and Applications
This chapter provides an overview of the foundational components of teaching and learning with technology. The pillars of instructional technology include the philosophy of technology (What are we teaching about IT?), the psychology of technology (How are we teaching with IT?), the sociology of technology (Who are we teaching with IT?), the history of technology, and technology leadership. Each “pillar” offers a venue for creating a program of instructional technology at the higher education level. In addition, a new model for implementing an instructional technology program is introduced: the K-A-RPE Model of Instructional Technology provides the infrastructure for any institution of higher learning to infuse technology into its undergraduate, graduate, and post-graduate teacher curriculum.
I have asked my co-editors at Educational Technology Research & Development (ETR&D) for an opportunity to share a few reflections as my 15 years of service as ETR&D Development Editor draws to a close. These few remarks represent my reflections about some of the things I have observed over the years. The categories into which I have chosen to group these reflections are: (a) writing, publishing, and editing; (b) instructional design and technology research; and (c) attitudes and abilities. The main messages I try to convey are: (a) simple, descriptive language tends to promote understanding, (b) advocacy can easily lead to over-promising and loss of confidence in our professional discipline, and (c) humility and open-minded inquiry are essential for learning and instruction. Some of these remarks may seem disconnected and unnecessarily personal. That is a risk one takes when trying to express what one genuinely believes. I do hope these thoughts will provoke others, as I have been provoked to learn more and more over the years.
Issues and Trends in Educational Technology, 2013
Print textbooks about educational technology pose a conundrum: their purpose is to address the application of new technologies to teaching and learning. Yet they are themselves instances of an educational technology so old that we rarely think of it as a "technology" at all (Spector, J. M., & Lockee, B..2009). A similar tension between presenting current developments in the field and encouraging researchers, practitioners and theorists to explore the "long view" pervades J.
In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.
Introduction | Educational Media and Technology Yearbook, Volume 40
Educational Media and Technology Yearbook, Volume 40, 2017
Integrating technology and learning has become ubiquitous over the last few years. Access to emerging and innovative technologies has increased in both the private and public sectors. The prevalence of technology has influenced the number of individuals entering the field of instructional technology and instructional design. The increased need for schools, private business, and institutions of higher education to train their employees and faculty in the successful application of technology for education and training will continue to dominate most positions in the field. Therefore, the ability for researchers and practitioners to stay current and competent with these technologies can be a challenge. Whether these technologies are implemented in educational environments or for business and industry, the correct application to achieve intentional learning goals is imperative.
The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology theories, based on instructional strategies and improvements. In the study, authors discuss the strategies and steps that a design team should follow when designing learning environments in industry, business and military scenarios, based on the philosophy of educational technology and latest technologies, which should give way to effective learning environments. The steps include recognizing terminology in educational technology concepts, psychological and instructional foundations in instructional design (ID), as well as approaches to educational technology. To recap, our purpose is to combine necessary IDT model strategies for the pedagogical design of learning environments, with new technologies. We will also discuss powerful IDT models that aim to meet the very high expectations of digital and humanist education. To develop a high-quality learning environment, we will explain technology design steps and practice in order to improve the learning of tasks, complex cognitive skills, attitudes, motivations and competencies in the future trends of educational technology. At the end of the study, integrated technologies in e-learning were discussed and presented, based on foundations of IDT and the philosophy of educational technology. These included pedagogical, technological and organisational technologies, as well as the main barriers of implementation, which, in turn, include the perspectives of students, teachers and designers, learning materials, digital education, epistemology in educational technology, courseware design, new technologies and contextual settings.
Issues and Trends in Instructional Technology
Educational Media and Technology Yearbook, 2001
This is the seventh in a series of reviews of issues and trends begun in 1998. The year since the previous review was written (Molenda, 2004) has seen an improvement in the national economy in the United States after several years of recession. State tax revenues in the first quarter of 2004 increased dramatically over the year before (Jenny, 2004), signaling an easing of the budgetary crises faced by many states. Increased government and corporate revenues are expected to trickle down to improve the ability of schools, colleges, and businesses to acquire new technological hardware and software. Schools, colleges, and businesses also continue to expand their information and communications technology (ICT) infrastructure by upgrading to broadband capacity and by building wireless networks to complement their wired networks. The year 2004 could be considered the watershed year in which instructor access to networks became truly pervasive in schools and colleges. Does pervasive access mean pervasive instructional use? Hardly. Indeed, the story of this year's review is the examination of how and why the various ICT delivery systems were being used or ignored in the corporate, higher education, and K-12 school sectors. As in previous reviews (Molenda & Sullivan 2002, 2003; Molenda, 2004) this review traces developments in three of the largest sectors in which ICT is employedcorporate training and development, higher education, and K-12 education. In addition to the economic forces just mentioned, there are, of course, internal dynamics within each organization influencing whether and how instructional technologies are used. This review will show how the adoption and use of ICT within these sectors has progressed in light of the changing circumstances of the past year. Overall Developments "Pervasiveness" emerges as a major theme in this year's review. In schools and colleges, not only is everyone constantly within range of computer networks, but computing also pervades all functions of these institutions, from teaching-learning to administration to residential life. In schools, testing is becoming more dependent on technology as is instruction; in a number of school districts virtual schools are coming to be as important to the mission as traditional schools. "Convergence" is a second theme that cuts across sectors and across technologies. Analog media such as slides and video are now incorporated inside digital delivery systems, as, for example, streaming video on the Web. Functions that were once available only in separate devices-telephone, radio, television, calculating, text messaging-are now converging into a single handheld instrument. Likewise, instructional methods that were once considered separate-face-to-face classroom, video, Web-based-are converging into hybrid or blended learning formats. Let's see how these themes play out in each sector, one at a time. Corporate Training and Development Although business was beginning to expand in 2004, the national economy in the previous two years was still in recession. In that period there was a startling decline in the sheer number of small and medium-sized businesses. For the first time in a generation, the total corporate spending for training actually declined for two years in a row-2002 and 2003. The purchase of off-the-shelf training materials suffered the largest decline of all sectors of spending on corporate education (Galvin, 2003).
Reflections on the state of educational technology
2000
In this article, I comment on the seven articles that appeared in the special issues of Educational Technology Research and Development (1998, 46(4); 1999, 47(2)) and an associated American Educational Research Association (AERA) symposium, as well as other selected developments in educational technology as presented in a recent edited volume (Jacobson & Kozma, in press). I address the importance of the research and development (R&D) described in these articles and ident~Cy five interconnected themes that cut across many of them: the centrality of design, the enabling capabilities of technology, collaboration with new partners, scaling up of projects, and the use of alternative research methodologies. Together, the projects described in these articles are defining new directions for educational technology that put it at the forefront of educational R&D. At the same time, I direct a critique and challenge to traditional instructional systems design (ISD) technology programs.
Instructional Technology in Higher Education Teaching
Quest, 2012
This report summarizes the results of the 1985 Higher Education Utilization Study (HEUS-85), which provides current estimates of the availability, use, and support of instructional telecommunications technologies-video, audio, and computers-in the nation's colleges and universities, and describes the availability and use patterns of these technologies in teacher preparation programs. The first of six major sections presents a general discussion of technology use in education and an overview of the study, which involved a survey by mail questionnaire with telephone follow-up interviews of individuals who were most knowledgeable about (1) instructional uses of video and audio technologies, (2) the instructional uses of computers, and (3) the institution's teacher preparation program (where applicable). Separate questionnaires for each of the three groups of respondents were sent to 2,830 public and private two-and four-year postsecondary collegiate institutions, 1,202 of which had teacher education programs. The second section provides a summary of the major findings based on responses from 85% of the video/audio group, 86% from the computer, group, and 92% from the teacher education group. The third section considers the availability of instructional technologies and program materials as reported by the survey respondents. The use of technologies for instruction is discussed in the fourth section, and the fifth addresses questions about support for instructional technology, including funding, personnel, and consortia membership and services. The sixth section focuses on the availability and use patterns of video, audio, and computer technologies in teacher education programs. Appended materials include the three questionnaires; a Our associates at Research Triangle Institute (RTI) of North Carolina, under the expert direction of Dr. Graham Burkheimer, were responsible for the survey operations. Others at RTI who worked closely with the principal investigator, Dr. John A. Riccobono, and deserve special acknowledgment are Elinor Cifton, who provided programming support for the data analyses, and Jeri Conklin, who typed, proofed and assembted the various drafts of the report. A final word of acknowledgment and an expression of gratitude are due to the many faculty and administrators of the colleges and universities who took the time and effort to provide comprehensive information about the use of educational technologies within their institution. Without their commitment, this study would not have been possible.