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Things That Are IT
Instructional Technology assembles tools, theory, design approaches, and instructional practices into a learner- or user- centered technology-rich learning environment, in which both synchronous and asynchronous interaction between instructor and student is supported by technology tools and engaged facilitation, and students are encouraged to explore the wide range of information sources and technology tools available to complete their class assignments. Ideally, students are provided with problem-based or scenario-based opportunities for Constructive learning, in which they as learners assemble their own cognitive understanding through the use of cognitive tools for problem solving. Cognitive tools may be technology tools, but may also include techniques such as brainstorming, planning, and concept-mapping. An additional technique common to the IT environment is the use of project teams in which learners explore multiple team-based approaches to problem solving, an excellent preparation for real-life.
Technology Tools: Internet, websites, web browsers, software for web design (DreamWeaver, Fireworks, Flash, Photoshop), software for productivity (MicroSoft Word, Excel, Access), software for course delivery and management (WebCT and Blackboard), web conferencing software and services (PlaceWare, HorizonLIve, WebEx), email, instant messaging, film, photography, video, digital video, digital audio, video and audio streaming, audio tapes, CD-Roms, DVDs, record albums, filmstrips, movies...
Distance Education: "Distance Education" is sometimes used as shorthand for Instructional Technology. While delivery of education to non-campus based users is increasingly common, and there are clear market needs for non-traditional students and working students to have access to courses without being on campus, it is also increasingly common that the tools used for Distance Education are being employed in campus-based classes as well. Students expect online access to course materials, syllabi, and student services. They also expect their instructors to be available by email for consultation. Many instructors are using WebCT and other online course tools to provide these services as support for traditional classes.
Instructional Design: Online course delivery and online courseware require an instructional design process which defines the objectives and ensures outcomes. A key feature of Instructional Technology is the idea that the designer and the instructor might not be the same person, and this seems to be an especially threatening aspect of the field. Noble's article "Digital Diploma Mills" feeds on faculty fears of being supplanted by stand-alone courseware.
Interactivity: It is very unlikely that instructors will be replaced by computers. Or maybe not! But it is exciting to think that technology is changing how people teach and the ways they have to think about teaching. A lot of insecure people get into faculty roles so that they can stand in front of a captive audience. Besides the fact that today's students have very limited attention spans and don't pay attention very well to long lectures, the use of technology may be the thing that really encourages faculty to re-examine their trusty but dusty techniques.
Experts and Their Definitions: An internet search for "My Definition of Instructional Technology" produces many results authored by graduate students responding to this or similar assignments. In reading through these, I found that most have the same approximate ideas that I do, also filtered through their lenses of work and personal experience. Does this not exemplify Instructional Technology, that these learners used the tools and techniques to develop and present their own understanding of the field? Ipso facto!
Last
updated
2/5/03
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