The document outlines the five domains of educational technology: design, development, utilization, management, and evaluation. It provides details on each domain, including their definitions, key aspects, and examples. The domains follow a cycle from establishing a framework in design to assessing the effectiveness of learning materials in evaluation. Taken together, the domains cover the full process of planning, creating, implementing, and assessing educational technology.

1. Five Domains of
EDUCATIONAL TECHNOLOGY
EDUARDO B. ARDALES, Ed. D.

2.  At the end of the lesson the students are expected
to:
• Identify the different Domains of Educational Technology
• Describe each domain of educational technology
• Differentiate each domain from the other
• Generalize that the domains of educational technology
follow a cycle

3. Theory
And
Practice
Design
Evaluation
Utilization
Development
Management

4. • Establishing a framework to guide in
planning the educational technologyDesign:
• Using the design or framework; materials
are produced and developedDevelopment:
• Implementing and using the learning materials
to enhance knowledge and skills of learners. It
is also known as the action phase
Utilization:
• Monitoring, assessing and giving judgement on
the extent of usefulness of learning materials in
achieving the expected outcomes
Evaluation:
• It is applied in the implementation of all
the different domains and its effects on
the outcomes of learning
Management:

5. Domain 1 –Design
• The theory and practice of design includes Instructional
System Design (ISD), instructional strategies and learner’s
characteristics
Theory
and
Practice
• Instructional
System Design
• Instructional
Strategies
• Learner’s
Characteristics
• Establishing a framework to guide in planning the
educational technology

6. • Design is the process of
specifying conditions for
learning.
Domain 1 –
Design
• Creates strategies and
products at the:
• macro level
• programs and curricula,
• micro level
• lessons and modules

7. is the practice of creating "instructional
experiences which make the acquisition of
knowledge and skill more efficient, effective,
appealing."
Domain 1 –Design
Instructional design, or Instructional
Systems Design (ISD),

8. Instructional
Systems Design
(ISD) is an
organized
procedure that
includes the
steps of:
Domain 1 –Design
• Analyzing - process of
defining what is to be
learned;
• Developing - process of
authoring and producing
the instructional materials,
• Implementing - actually
using the materials and
strategies in context, and
• Evaluating - process of
determining the adequacy
of the instruction.

9. Five Domains of Educational Technology
Message Design
This subcategory emphasizes
the planning of a message to
fit the medium and the
learning task.
Messages are patterns of
signs or symbols that modify
cognitive, affective or
psychomotor behavior.
Message design must be
specific to both the medium
Domain 1 –Design

10. • Instructional strategies Instructional strategies are
specifications for selecting and
sequencing events and activities
within a lesson.
A designer uses instructional strategy
theories as principles for instruction,
and chooses them based on the
learning situation, learning
environment, learning task and
Again, the focus is on
the choice and
planning of a strategy
to fit the situation.

11. • Learner Characteristics
Each learner has past experiences or
even innate qualities that impact the
effectiveness of a learning process.
A designer uses theory and
research on learners’
characteristics to plan for
modifications in instruction to
support increased learning
effectiveness

12. Domain 2 – Development
Theory
and
Practice
• Print Technologies
• Audio Technologies
• Still Visuals
• Audio-visual
• Electronic
Technologies
• Integrated
Technologies
• ICTs
• Using the design or framework; materials
are produced and developed

13. Development is the process of
translating the design specifications
into physical form.
Includes:
• hardware, software, visual
• auditory materials,
• programs or packages which
integrate the various parts.

14. Print
Technologies
• Print and visual
materials, including
books, photographs
and graphics
• Involves the most basic
ways of producing and
delivering instructional
materials.

15. Audiovisual
Technologies
•Audio-visual aids
enhances teaching
methods and improve
student comprehension.
•Lesson plans that
incorporate the use of
audio-visual aids should
be consistent with
curriculum objectives

16. Computer-
based
Technologies
Computer-based
technologies use screen
displays to present
information to students.
Information is stored
electronically in the
form of digital data
rather than as print or
visuals.

17. • Integrated
technologies are ways
to produce and
deliver materials
Integrated
Technologies

18. Domain 3 – Utilization
Theory
and
Practice
• Media Utilization
• Implementation
• Institutionalization
• Policies and
regulation
• Implementing and using the learning materials to enhance knowledge
and skills of learners. It is also known as the action phase

19. This is the oldest of the domains because regular use of AV materials predates
even concern for production of instructional media.
Utilization is the act of using processes and resources for
Those engaged
in utilization are
responsible for:
 matching learners with specific materials
and activities,
 preparing learners for interacting with
the selected materials and activities,
 providing guidance during interaction,
providing for assessment of the results,
and
 incorporating this usage into the
continuing procedures of the
organization.

20. • The media utilization is a decision-
making process based on
instructional design specifications.
• Those engaged in media
are taking what was planned by
the instructional design process
and carrying it out with learners in
the classroom.
Media Utilization

21. The goal in this
area of
utilization is to
bring about
change .
The first stage of
the change process
is to create
awareness through
dissemination of
information.
From this
awareness comes
interest, trial and
adoption.

22. The goal in this area of utilization is to
continue the change process.
Instructional technologists :
implement the use of instructional materials or
strategies in real (not simulated) settings.
institutionalize, that is establish continuing,
routine use of the instructional innovation in
the structure and culture of the organization.

23. • Both Implementation and
Institutionalization depend on
changes in individuals and
changes in the organization.
Implementation
and
Institutionalization
Implementation concentrates
on the proper use of the
innovation by individuals.
Institutionalization serves to
integrate the innovation in the
structure and life of the
organization.

24. Generating, refining, interpreting and disseminating
rules which affect the use and diffusion of
instructional technology is also a part of the
utilization domain.
• Some rules, like laws, come from outside the
field and must be applied within the field.
• Some rules, like ethical standards, are
formulated within the field and
communicated to those within the field.

25. Instructional technology has been
involved in policy generation related to:
• instructional television,
• copyright law, and
• standards for equipment and programs.

26. Domain 4 – Management
Theory
and
Practice
• Project
Management
• Resource
Management
• Management of
Delivery System
• Diffusion of
Innovation
• It is applied in the implementation of all the different domains and
its effects on the outcomes of learning

27. Management—coordination and
administration of resources as well
as support and transformation of
knowledge.
Programs, projects and
settings may differ greatly,
but the basic skills necessary
to manage remain constant.
• planning and organizing programs,
• supervising personnel,
• planning and administering budget and
facilities,
• coordinating policies and procedures, and
• providing leadership.
These skills include:

28. • Project managers plan, monitor
and control instructional design
and development projects.
• Their jobs are limited to ensuring
the success of a particular
project, but they are generally
responsible for managing all

29. Resources can include
personnel, budget, supplies,
time, facilities, and
instructional resources.
An example of a manager in
this area would be the
Director of Media Resources
at a university.
He would, through
management, make
instructional resources
accessible to those who need
them.

30.  Distance learning projects, such as
GSAMS, provide requirements for this
type of management.
 Delivery system management focuses
on:
• product issues,
o hardware/software requirements
and technical support to users
and
• operators, and process issues
o guidelines for designers and
instructors.

31. Information must be accessible to
users when, where and in whatever
format best serves their needs.
Information Management
To provide resources for learning,
Information managers :
• plan,
• monitor and
• Control
• the storage,
• transfer or
• processing of information

32. Domain 5 – Evaluation
Theory
and
Practice
• Problem Analysis
• Measurement
• Formative
Evaluation
• Summative
Evaluation
• Monitoring, assessing and giving judgement on the extent of
usefulness of learning materials in achieving the expected
outcomes

33. Evaluation is the process of determining the
merit, worth or value of an instructional
program, project or product for the purpose of
making a judgment.
The focus is on the instructional program,
project or product (material) not on the learners.
Personnel evaluation may play into the
evaluation of an instructional program or project,
but is also not the focus within this domain.

34. • Evaluation starts as the program, project or
product is being planned.
• The first step in evaluation is problem
analysis. This process includes:
• identifying needs, determining to what
extent the problem can be classified as
instructional in nature,
• identifying constraints, resources and
learner characteristics, and
• determining goals and priorities (Seels and
Glasgow, 1990).
• A need has been defined as "a gap between
‘what is’ and ‘what should be’ in terms of
results" (Kaufman, 1972).
Problem
Analysis

35. Criterion-Referenced
Measurement
• Because of the emphasis on
achievement of specific
competencies within the field
of instructional technology,
criterion-referenced
measurement is of interest.
• The criterion for determining
adequacy is the extent to
which a learner (or a program,
project or product) has met

36. Formative and Summative Evaluation
•An emphasis on both formative
evaluation (in the early stages of product
development) and summative evaluation
(after completion of instructional
program) is a prime concern of
instructional technologists.

37. Formative and Summative Evaluation
• Formative evaluation involves gathering
information on adequacy and using this
information as a basis for further
development.
• Summative evaluation involves gathering
information on adequacy and using this
information to make decisions about
implementation or institutionalization.

39. References:
• Valdosta State University. IT Domains Department of
Curriculum, Leadership, and Technology
• Tabbada, E. V. and Buendia M. M. (2015) Educational
Technology 1. Adriana Publishing Co Inc.
• Ahmad Abdullahi Ibrahim (2015) Evolutionary Nature of the
Definition of Educational TechnologyInternational J. Soc. Sci. &
Education 2015 Vol.5 Issue 2, ISSN: 2223-4934 E and 2227-
393X Print
• Northern Illinois University, Faculty Development and
Instructional Design Center, Teaching with Technology.
• IDC Instructional Design Models
http://www.instructionaldesigncentral.com/instructionaldesign
models

40. Assignment:
1. Create a Google Account
2. For Block A access and join Google group BUC_Educational
Technology CCT 107_A2016
E-mail Address:
buc_educational-technology-cct-
107_a2016@googlegroups.com
3. For Block B access and join Google group
BUCE_Educational Technology CCT 107_B2016
E-mail Address:
buce_educational-technology-cct-
107_b2016@googlegroups.com