Systematic Approach to Teaching

Instructional Technology

What is it?

A term often used but misunderstood, instructional technology refers to how student learns. Learn about the five steps of instructional technology, its history and its issues.

Confusion Surrounding the Term Confusion Surrounding the Term

Many educators have heard the term ‘instructional technology’ thrown about in discussions involving pedagogy or curriculum and instruction. It’s frequently bandied about, but often misunderstood completely, due to the somewhat ambiguous nature of the nomenclature. Technology must mean computers, overheads, etc used in the classroom, right? Yes, this is why this term is frequently conflated with the concept of technology used in the classroom. However, instructional technology goes beyond the actual technological gizmos and gadgets used in the classroom, and focuses on how to use them.

What is it then?

In reality, instructional technology is a very broad, generalized term. It does indeed relate to the field of education, and more particularly, to the way students of all ages learn. The term encompasses the entire process of learning through and from technology, focusing on both the theory and the application or practice that follows the theory of learning.

     

Generally, Instructional Technology is the use of a variety of teaching tools to improve student learning. We usually think of computers and computer software when we think of instructional technology, but instructional technologies are not limited to computers in the classroom. Instructional technology describes all tools that are used for teaching and learning such as: cameras, CD players, PDA's, GPS devices, computer-based probes, calculators and electronic tools we have yet to discover.

The Five Parts

There are five steps involved in instructional technology. The first is the design, or brainstorming, of the technological resources used in teaching the material to the student. The second involves the actual development of the process used to convey the information, or the design of the technological resource, such as a software program. The third focuses on putting these processes or resources into practice, and actually using them in a pedagogical setting. The fourth involves the management of the technological resource that has been created. The final step, and perhaps one of the most vital to the success or failure of any one technological   resource, is the evaluation of the created product.

The five phases are ongoing activities that continue throughout the life-cycle of a learning program. After building the learning program, the other phases do not end once the learning process has begun, but are continually repeated as new challenges are encountered.

Students and teachers use computer software and Internet resources to locate, process, and present information, learn and assess their skills.

Students can locate information from millions of sources using a computer, online encyclopedias, databases, and the Internet. Computer-based tool software, such as spreadsheets and databases, help students organize and report information. Students create professional-looking products as they report information they have learned using word processing and presentation software.  Students use computers as electronic tutors to improve skills such as reading and math.

Teachers use computers and other instructional technologies to present information they want students to know. They also use computers to assess students' learning and identify and report students' learning needs.