FOUNDATION
IT Definition
I am most drawn to the definition the AECT committee put forth in 2008:
"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and
managing appropriate technological processes and resources." [1]
This is a definition, I feel, can stand the test of time. It is concise and enduring. As students in this program, I would hope we would all agree that "learning and improving performance by creating, using, and managing appropriate technological processes and resources" is why we all got into this program. Two words in this definition stand out to me though...ethical and facilitating. With technology, specifically online content, ethics most definitely come into play whether it be us as professionals or our students (I'm speaking as a teacher). When it comes to facilitating learning, this definition suggests that technology is a tool and a support in education...not the driving force.
Although I feel it is a strong definition for where we currently are with instructional technology, there is one small revision I would make to it. Replacing "educational technology" with "instructional design and technology" would be more encompassing. The term "education" in the definition might be typecast in that "education" can only take place in educational institutions, whereas "instructional design and technology" includes all institutions where learning and instruction can occcur.
IT History
The key driving forces to the evolution of the definition of the field of instructional technology is the evolution of the technology itself. From the early days when the only instructional media was the teachers, the textbook and a chalkboard, through the use of audio and visual technology, into the computer age...instructional technology and design has itself been transformed and advanced through the years of technological advances.
Recent years have seen the exponential growth of technological advances in our lives including computers, the internet, audio and visual capabilities, personal phones and so on and so forth. The sheer amount of hardware and software that is available has most definitely forced the progression and transformation of not only the definition of the field, but the practice of it as well. In addition, the mindset behind the use of the technology has also driven change in the field.
1940s - World War II saw the extensive and massive use of audiovisual technology to quickly and efficiently train the military. Not only
was the military using the technology, the industrial sector saw an increase in the use of audiovisual technology during the time.
1950s - Television becomes a medium for delivering instruction. Findings from psychologists and educators refine the learning process.
B. F. Skinner publishes "The Science of Learning and the Art of Teaching." Benjamin Bloom publishes "Taxonomy of Educational
Objectives," which includes the three principles domains of learning and Bloom's taxonomy.
1960s - Educational psychologists continue to forge the landscape including Robert Glaser's "criterion-referenced measures" and Robert
Gagne's nine events of instruction in "The Conditions of Learning."
1970s - Systemic instructional design models greatly increase in many different sectors.
1980s - Personal computers and computer-based instruction begin their rise in the learning environment. Growing interest in principles
and application of cognitive psychology (cognitivism).
1990s - Personal computers become more commonplace and the rise of the internet begins. Performance improvement was seen as a
focus in instructional design. Constructivism gains popularity with it's importance on "authentic" learning tasks, reflecting those
seen in the real world.
2000s - Rapid expansion of the internet and the computer becoming ubiquitous completely change the landscape of education. Leads to
the rise of online learning.
2010s - Mobile technology (smart phones, tablets, social media, etc.) continue to evolve the educational space and increase connectivity.
Learning Theories
Behaviorism
This theory focuses on observable physical behavior of the learner as they react positive and/or negative reinforcement. Behaviorism suggests that learners can and will perform based on this external stimuli.
Cognitivism
Cognitivism focuses on the mental processes of the learner. This theory has students make connections to what they are learning to prior knowledge and experiences. Student is an active participant in their own learning.
Constructivism
This theory suggests that a learner acquires knowledge and meaning through experiences. Teaching in the constructivist theory involves learner centered, authentic activities, and problem based tasks where the learner builds their own meaning.
Key Figures in the Field
B. F. Skinner
Behaviorism learning theory was refined from the work of B. F. Skinner and his concept operant conditioning. His views were that learning is controlled and that behavior is shaped through positive reinforcement. His book "The Technology of Teaching" was published in 1968. Other key figures in the development of behaviorism include Edward Thorndike, John B. Watson and Ivan Pavlov.
Jean Piaget
Jean Piaget developed a systematic study of cognitive development in children that made him a prominent figure in the development of the cognitivist learning theory. He suggested that children, through their experiences and interactions, sort the knowledge they acquire into groupings known as schemas. These schemas are continually revised and refined each time a child encounters new experiences.
Benjamin Bloom
Educational psychologist Benjamin Bloom is the founder of Bloom's Taxonomy which outlines nine educational learning objectives into levels of complexity and specificity. It is usually stylized in a pyramid form where from bottom to top the objectives become more complex and in-depth. The nine objectives was revised and refined to six objectives and is still widely used in designing education.
My Educational Philosophy
I decided to enter into the Instructional Technology program after 17 years of teaching. The hope is to hone my educational philosophy with the effective integration of technology in my classroom to facilitate deeper learning. Here is my Educational Philosophy I wrote for the class.
Resources
[1] Reiser, R. A. (2018). Definition and history of the field. In R. A. Reiser & J. V. Dempsey (4th Eds.), Trends and issues in instructional design and technology (p. 4). Boston: Pearson.