Defining the Field of Instructional Technology

An Evolving Definition

After researching the definition for Instructional Technology, it is evident that just as technology has changed over time, the definition of it has evolved as well. In order to define Instructional Technology, you must understand the processes behind it and how they work together to produce a given outcome. As an educator, I used to view technology as using certain devices or software, instead, I am starting to ask myself how these tools help me design, evaluate and enhance each of my student’s educational journey. To truly understand the field of Instructional Technology, we must purposefully and continuously analyze how we are using technology and whether its integration into our teaching practice has provided the learning gains we intended for our students.

Instructional Technology vs. Instructional Design and Technology

The definition of the term Instructional Design and Technology (IDT) provided by Robert A. Reiser, provided me with a more modernized and refined view of the application of technology in the classroom. Just as Januszewski and Molenda emphasized the importance of analyzing the systematic processes provided by the technology in question, Reiser’s definition recognized these processes and stressed the importance of its application outside of the classroom in other learning environments. As a middle school math teacher, I understand the importance of constructing learning experiences that provide real world contexts, particularly with our STEM program. As Halawa, Lin, and Hsu (2024) found in their study, the alignment of instructional goals with purposeful instructional design has deeply impacted students’ career choices, learning engagement, collaboration and project-based learning. With only a couple of weeks since the school year began, our school has seen a peak in student interest and engagement as our students completed their first unit assessment.

My Philosophy and Practice

In the classroom, I strive to be the facilitator of technology in order to provide my students with unique learning experiences. For example, in our Professional Development courses, we were introduced to Microsoft Copilot as an excellent resource for designing lesson plans, constructing project-based assessments and streamlining data tracking in order to evaluate learning gains. This has allowed me to adapt my instruction to support individual learning styles and constantly monitor the effectiveness of these tools. This is key in providing quality Instructional Design and Technology in all levels. In addition, the idea of adaptability is a recurring theme at our school; our leaders reinforce continuous learning and the shifting of our processes in order to provide authentic, personalized learning experiences for our students (Lenane, 2022). Adapting my instructional design processes will be an ongoing goal I strive to meet as it will ensure my students are provided with more personalized learning experiences.

Each year at our school, every teacher must create three goals for their Deliberate Practice Plan (DPP) as benchmarks to work towards in order to improve upon their teaching practice. To align my work goals with what I am learning in my doctorate program, I have decided to focus one of my goals on my level of integration of technology in my classroom.  I have chosen the following goal:

• Students use digital tools/technology to gather, evaluate, and/or use information for research, communication, collaboration and/or problem solving

  
  

To increase student engagement, I am incorporating technology into my lessons like digital scavenger hunts, creating team projects on Google Workspace and Canva, to name a few. My primary focus will be on gathering data from these assessments to boost the development of my students so it is more measurable, meaningful and individualized (Oyer, 2002). After assessing the data, I can redesign lessons and create targeted interventions that directly address and reflect the specific needs of my students.  As I continue to evaluate my teaching practice and the tools and resources I use, Instructional Technology, specifically, Instructional Design and Technology, will be at the forefront of my classroom instruction.

References

Gentry, C. G. (1995). Educational technology: A question of meaning. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (pp. 131–144). Libraries Unlimited.

Halawa, S., Lin, T.-C., & Hsu, Y.-S. (2024). Exploring instructional design in K-12 STEM education: A systematic literature review. International Journal of STEM Education, 11(1), 1–27. https://doi.org/10.1186/s40594-024-00503-5Links to an external site.

Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. Routledge.

Januszewski, A., & Persichitte, K. A. (2008). A history of the AECT’s definitions of educational technology. In A. Januszewski & M. Molenda (Eds.), Educational technology: A definition with commentary (2nd ed., pp. 260–282). Routledge.

Lenane, H. (2022). Instructional designer perspectives of the usefulness of an instructional design process when designing e-learning (Doctoral dissertation, Walden University). ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/12752Links to an external site.

Luppicini, R. (2005). A systems definition of educational technology in society. Educational Technology & Society, 8(3), 103–109.

Oyer, C. A. (2022). Student engagement in an online course and its impact on student learning (Doctoral dissertation). Nova Southeastern University. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/student-engagement-online- course- impact-on/docview/2715822875Links to an external site.

Reiser, R. A. (2024). What field did you say you were in? Defining and naming our field. In R. Reiser, A. A. Carr-Chellman, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (5th ed., pp. 1–12). Routledge.