Defining the IDT Field

DEFINING THE IDT FIELD

The Quest to Define Instructional Technology

Instructional Technology has been molded into many different representations of instructional based ideas. Theorists and educational gurus mimicked a game of ping pong as they tossed this term back and forth calling it a noun that encompasses the tools we use for instruction to a verb describing the methods we use to solve instructional problems or the steps we follow to present instruction (Reiser, Dempsey, 2012). Out of this game, a new definition has emerged that combines the two ideas of nouns or resources and actions or steps employed in the instructional process and evaluation of learning. Before reading the research on this topic, I would have to admit, I considered instructional technology to be more of a noun than a verb defined by the tools we use for instruction. These tools, while not limited to being digital in nature could include any resource utilized that gives birth to new knowledge in the learning environment. Resources could include people, print, physical objects and even the digital tools we have in our classrooms today. 

Instructional Design in Action
As I reflect on the tools that I and my students have access to, I begin to think about how these tools are used to enhance instruction. Part of my job is to structure learning experiences that deepen or enrich the current curriculum in each grade level K-6 for gifted students. A recent lesson I had the opportunity of transforming involved a study of various countries around the world as assigned by our 6th grade Social Studies teachers. In order to enhance this lesson, I challenged my gifted students to design and develop a civilization of their own who would build the structures within a new country. In the original design of the lesson, students were asked to select a country from an area of the world, research various aspects of the country and report on their findings. Within this new project, students were tasked with developing the methods of survival a civilization would need in an assigned area of the world making this project more aligned with characteristic number 3 from Reiser and Dempsey’s (2012) description of instructional design projects.

Another aspect I changed about the project included grouping students to work in teams just as they would authentically in the development of a new civilization. Civilizations don’t tend to spring up at the hand of one human, therefore, a well-developed civilization would require a “team effort” (Reiser, Dempsey, 2012). Furthermore, bringing in the opinions of others would create more of a challenge for students but improve the quality of the final product. Other components of this project seemed to align nicely with the remaining characteristics of instructional design. For example, outcomes could easily be measured using the structures and systems of a country that students are expected to describe. The project was also very student centered, and left an equitable amount of room for student selection within the process and development of a final product or presentation piece. With the goals clearly defined, students were able to select appropriate media for accomplishing both the research, development and presentation of this project.

The Evolution of Media
While teachers, chalkboards and textbooks were specifically excluded from media in chapter three due to their existence prior to the twentieth century, they do technically qualify as forms of instructional media or “the physical means via which instruction is presented to learners” (Reiser, Dempsey, 2012). Initially, these resources were considered separate from media to establish a hierarchy of reliability with teachers and textbooks being the primary source of instruction and other forms of media filing in behind as merely supplemental tools.

As the advancement and availability of visual and audiovisual media has exploded over the last century, I believe the balance has shifted on who holds the authority in instruction. Technology can now outperform and update faster than humanly possible for teachers and printed materials to compete with requiring teachers to take on the role of facilitator rather than expert. In regard to chalkboards, which I specifically saved for last, I find that the purpose of this form of media still holds relevance to instruction today. Chalkboards have taken on various physical and digital changes through the years, yet still serve as a place to record, problem solve and present information. However, with the evolution of media and instructional design, these tools have afforded learners the added feature of collaboration. In my opinion, this added feature has been the true game changer in the instructional media arena, giving birth to innovations that are the result of many great minds versus just one. Isn’t this the true purpose of instructional design?

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston: Pearson Education.