1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today. 2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning. 3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on

1. Procedia - Social and Behavioral Sciences 00 (2011) 000–000
Procedia - Social and Behavioral Sciences 30 (2011) 2052 – 2056
Procedia
Social and
Behavioral
Sciences
www.elsevier.com/locate/procedia
WCPCG-2011
Future of Instructional Technology
Porandokht Fazelian
TMU,Tehran,Iran
Abstract
Most educators and researchers in the new century are involved with the significant progress in the field of information
technology. The major focus is on the innovations such as E-learning. At the same time, there is a splintering attention over
sustainable research in relation to technology and implication of learning principles for education, mainly at the higher education,
job training and entertainment. Taking a look towards the history of instructional technology, indicate the serge of interest by
professional organizations such as universities.During the 1960's most emphases was on the application of hardware such as
audiovisual instruments. There was least attention towards research on instructional designs based on learning theories. This field
saw its beginnings in instructional media (Reiser, 2002). During the last decades, we have learned that the usages of technology
should be considered with the content of learning effectiveness. Instructional programs mainly audio-visual communications
faced strength and weakness of pictorial messages. Most teachers paid attention towards planning, producing, selecting,
managing and utilization of instructional systems, while Researches showed that learning outcomes need to fit within the cultural
values of each society. The majority of teachers used problem solving skills mainly at the primary school. (Oguz, Serine, and
others, 2009). In this article, I am trying to look for reflection of instructional technology as possible alternative, and think about
lessons
Keywords: Instructional Technology, E-Learning, Cultural Values
1-History of Instructional Technology
Since 1980's, there was less attention to design and many educational systems were
Planning instructional designs were used (Shroch 1991).It is difficult to judge wher e we are now and where we will
be as a field of study.
My aim in this article is to reflect instructional technology based on the lessons from past and trends in and outside
of the field. Instructional technology has faced crises. In the past it was mainly for training and adult education, but
the main focus was the learning identify.
Basic problem was related to media comparison studies (Clarke, 1983). According to him media are only vehicles
for delivering instruction and do not influence on student achievement. Another problem based on Sacks 1984, was
related to educational psychology with the interest in technology (Hannifin M. J. & Hannifin K. M. 1991).
Papert (1984) who was pioneer in the field of educational technology predicted that it is difficult to judge where we
are now and where we will be as a field of study. I would like to reflect instructional technology on the lessons from
the past and trends in and outside of the field. Instructional technology has faced crises. In the past it was mainly for
training and adult education, but the main focus was the learning identity.
According to AECT the definition of instructional technology was defined for analyzing problems, designing,
implementing, evaluation and managing solutions to the problems of learning (Seels and Richey, 1994).
Child needs to have access to a PC. (1984). He was quiet optimistic with regards to the effects of computer on
learning. According to him, the uncertainties about hardware and software did not begin to emergence up to the
next century. But limitation was and still is a major factor concerning educational field in classrooms. At the present
1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology,
Counselling and Guidance.
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time, the initial enthusiasm about any kind of e-learning proved to be premature, once it comes use technology in the
classrooms.
Nowadays, the same question may be asked by teachers about the worldwide web. It seems its not disappoint any
educators, mainly teachers.
2-Today's learning theories
There are trends from the past, present and in the future of instructional technology. The most attention is toward
behaviorism, cognitivism, constructivism and connectevism. I am not intending to define each one. However, the
principles of each theory such as drill and practice will help teachers to define related models in instructional design.
It seems that, constructivism is more active in learning situations; paying attention to each theory needs a separate
paper.
In Europe, pressure understands the current status for future of instructional technology, therefore a pragmatic
approach for the future of E-learning is:
-
Having universal access to w.w.w., and instructional materials.
-
To be able to learn foundation of IT, in order to cultivate future.
3- Challenges and Shortcomings:
In Educational center, fewer students are still getting traditional training. Students, who are willing to study on
Campus-education, are faced to pay a higher tuition. Another point to be concerned with is increased
diversifications. It seems in the future students will be able to have numerous educational providers. In this case, we
need to have partnership of learning institutions, publisher, technological companies, educational consultancies and
etc.
The major goal of each institute would be presenting broad vocational options through online systems. Apart from
that, the major role of professors and instructors will be to diversify with IT. The expectation from them, with
regards to digital skills, will be a must.
4- What we need at the present time:
-
We need to drop the cost.
-
Paying attention towards discoverability and content application compare with creation and collaborative
discourse
-
Making effort to bring a balance between the two above factors
-
Paying attention towards the emerging trends that have put emphases in bridging the "design gap" between
the student and instructional system.
-
Help non-experts be able to create and share their resources within collaborative societies of interest.
-
Pay more attention to E-learning which allow for faster, more exact and lower cost prototyping of
instructional materials and contents.
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5- Future expectations:
The major point is not only a question of such kind of software design acceptable by users, it is an expectation of
new form of "learning browser". Therefore, software has been prepared in media application learning cognition and
behavior.
Content development is another short coming we can pay attention to blogs wikis. and technically rich site
summary. Therefore, student may accept new power based on small and collaborative group, to develop
instructional materials without the usage of hardware made by various companies.
6-Research Short comings
There is way for exploring new research lines with regards to instructional technology, since there is an increasing
role by cognitive sciences to build a foundation for web-based learning, we need to pay attention towards the
formation of mental models and conceptual structures along with their relation to navigation and interface design
need to be researched.
Effective methods of evaluation web-based learning is quiet essential, we need to continue research on learning
activities like collaboration communication, we still lack, the tools for determining and catering to individual
differences in instructional contents. Also such issues in policy, social, economic conditions need to be explored.
Cultural conditions also have broad consequences in instructional technology.
6.1-The Identity Crisis
|There is no board between instructional media and instructional design. One of the major research trends based on
Clarke (1983), was based on the comparative studies with regards to media comparison. According to him, the
specific media did not influence learning under any situation.
We believe that, media of any kinds are only vehicles for delivering instruction. Media does not influence student
progress that most of instructors in the field of instructional technology were educational psychologist with interest
in technology. In this regards, we can mention names such as Michael, Hannifin, David Jonassen, Tom Duffy, and
other who all had interest in educational psychology. Hannifin has described the field of instructional technology as
starburst. It means that we have faced in this area related to advances in technology. The new instruments such as
online learning, virtual reality, and information technology (WSIS, 2005).
These progresses had effects in research theories from educational psychology. Some researchers focused upon their
definition of instructional technology.
7-Future
According to the latest definition of instructional technology, educational technology is the study and ethical
practice of facilitating learning and improving performance by creating, using and managing appropriate
technological processes and resources. (Branch, 2004).
Based on the above definitions, and other trends within the field we may consider learning theories, principles of
each learning theory and try to prepare a learning program, regardless to the kinds of new hard wares.
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Figure 1: Level of Instructional Technology
_____________ Learning theories
__________ Principles of learning theories
_____________ Programs for students
8-Trends in Instructional Technology
In the past comparison studies, mainly with learning through different media usage were done (Hannifin 2003).
According to Hannifin, the comparative studies were only helpful for decision makers. In addition based on (Gallini,
J. K. F & Barron , D.(2001-2002), educator tried to find out the potential of Instructional technology and learning,
however, most researchers are based upon the media effects (Gallini, 2002). According to (Knezek 2003) in the
future in is better to ask why teachers need and use technology based methods. According to them technology is not
just a delivery system, therefore, research question needs to be revolved.
What research needs to pay attention to for the future, is responding to various kinds of educational problems to be
able to include technology in research in order to affect student achievement, retention and his/her satisfaction,
educational technologist have to meet goals for technology and direct resources towards better researches in this
field. (Reevs1995) also talks about social responsibilities of research questions, according to Reeves, research
should addresses related learning problems in society. Therefore, we need to develop research methods to solve
teaching and learning problems and at the same time be able to offer design principles for the future progress. He
pointed three following research based essentials:
A)
B)
C)
Research should be done in real situations with practitioners.
Hypothesis covers complex problems.
Try to conduct reflective inquiry in order to examine innovative learning.
Research design would be able to study both the instructional strategies and tools. Therefore, new teaching
environment new learning theories soon will help us to increase the innovation in educational situations. Apart from
that, learning design is defined as a root for research in human learning (Hannifin, Hannifin, and Land 1997 p.102),
in order to put technology in school and present it to teachers, we need to have a sustainable plan for obtaining
various view of how people learn, along with the communication studies (Oswald, 2002).
9-Looking towards the future:
Most educations such as (Gustafson 2002) believe that human performance will be improved by using better
instructional design tools, considering social, cultural and economic accountability issues in evaluation. Therefore,
instructional designers needs the availability of new technology such as virtual tools, interactive media and soon are
not present for either students or teachers. We can talk about "the IPodes, generally use to store and play music,
Duke".
According to our researchers, regardless of the kinds of technology for the future, we should be aware of how they
are used and for what kinds of educational purpose. (Hannafin, Hill, & McCarthy 2002).
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In the future the learning technology standards are needed (Wily 2002) in short according to (Parish 2004), we may
confront with learning objectives no matter the kinds of new learning technology. Some researchers have pointed
the delivery systems too (Ohler, 1991), so in future there is a need for decreased cost for distance education, increase
the ability of technology to research new markets.
In some countries, like Pakistan, India and China, low cost institutes is for literacy job training, so at the
international stage, major sources of development and research is necessary for the future.
10-Conclusion
The creation and sharing of learning experiences seems to become more easier than the past, mainly, for non-expert
teachers. Teachers and other instructors in educational institutions will constantly face with new technologies and
need to adopt themselves with it.
The role of principles of connectivisem will push them towards informing design and researches, in group or
individually. Any new technology or media can fade as instructors become more familiar with its limitations. The
web will offers program that are not passive or one-way, mainly based on the principals of learning theories. It
prepares a two-way interactive environments and to allow learners for multiple perspective and puts them in charge
of constructing their learning practices. So the future is quite bright. The identity crisis has faced inst. technology at
the beginning and is continued. Therefore, in both research methods and inst. technology we believe it is better to
make such deviations or smaller component of our own field. The identify crisis will continue
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