This document discusses instructional technology and instructional systems. It provides definitions of instructional design and instructional systems design. It outlines the history of instructional systems from World War II to present day. It also discusses skills used in the classroom like pre-instructional skills, teaching skills, and the ADDIE instructional design model. Objectives of instructional systems are to help students learn better through technology. Techniques like audio, visual, and role play are used. While technology provides benefits, there are also disadvantages like laziness, cost, and lack of support.

1. Instructional Technology
Instructional technology and
instructional system
Submitted to: Madam Yasmine

2. Names of Group members
Group leader name:
Irshad-ul-Haq S/2014-923
Other members name:
Waqas Ahmad Chattha S/2014-916
Hina Haneef S/2014-924
Sadaqat Sany S/2014-927
Iqra javaid S/2014-9
Anam Ijaz S/2014-9
Amarah Zia S/2014-922
Muhammad Nadeem S/2014-926
Ayaz Mehmood Khan S/2014-9
Shoaib Ahmed S/2014-913
Muhammad Ilyas S/2014-9
Hafiz Shahzad Raza S/2014-9
Maryam Wafa Babar S/2014-927

3. Instructional design is the systematic development of
instructional specifications using learning and instructional
theory to ensure the quality of instruction. It is the entire
process of analysis of learning needs and goals and the
development of a delivery system to meet those needs. It
includes development of instructional materials and
activities and tryout and evaluation of all instruction and
learner activities.
Definition of ID

4. • Instructional systems or design is the
systematic planning of instruction including
needs assessment, and evaluation of materials
and practices.
Definition of ISD

5. History of Instructional System
• The origins: World War II
– Psychologists and educators were called to develop training
materials for the military services.
• Early Development: The Programmed Instruction Movement, mid-
1950s
– Skinner (1958) introduced ideas on increasing human learning
and the characteristics of effective instructional materials, called
programmed instructional materials
– Present instruction in small steps, require active responses to
frequent questions, immediate feedback

6. History of Instructional System
• 1970s: Leslie Briggs demonstrated that an instructionally designed
course could produce up to 2:1 increase over conventionally
designed class in terms of achievement, reduction in variance, and
reduction of completion time, save $$$ in salary cost.
• 1980s: increased use of microcomputer has a major effect on
computer-based instruction, drill and practice.
• 1990s, constructivism, problem-solving and collaboration social-
cultural issues.

7. Conti………
• Just a decades ago, teacher used chalkboards, then
progressed to whiteboards, and now they are using smart
boards, are advanced boards which allow teachers to teach
and share information with students in different ways.
Computers audio visual capabilities from power presentations
and other animation software are used to present information
in an effective manner which invites greater interest from the
students.
• Use of projectors, screens and addressing systems (speakers
and microphones) allow teachers to teach a large number of
students.

9. Skills that are
used in classroom

10. Pre-instructional skills…
• What content should be taught?
• What are the desired learner outcomes?
• What teaching material will be needed?
• What is the best way to introduce the subject?
• What is the best instructional strategy for the
intended learning?

11. Teacher should be aware of…
• The use of computer
• Use of projector
• Trained in language lab
• Selection of technology

12. ADDIE Model…
A systematic instructional design model
composed of the following:
• Analysis
• Design
• Development
• Implementation
• Evaluation

13. 1. Analysis
Define
student’s
need and
interest

14. 2.Design Plan a strategy for
accomplishing the goals,
used by the teachers.

15. 3.Develop
Teacher use
appropriate
experience to
build course
structure
according to the
students’ need

16. 4.Implement
Actual
mode of
instruction
which all
plans are
being
utilized.

17. 5.Evaluate
Examining outcome

18. Teaching skills & Behavior: Tell, Show,
Do, Review…
A simple method that works:
• Tell: Provide the information
• Show: Demonstrate how to do it
• Do: Observe them do it
• Review:
Provide feedback.
Ask them do it again, using feedback.
Cycle between DO and REVIEW until they
mastery it.

19. Instructional delivery…
• Audio
• Visual
• Tactile
• Kinesthetic

20. OBJECTIVES OF Educational
INSTRUCTIONAL SYSTEM

21. Educational Objectives
• Cognitive
–Knowledge, comprehension, application,
analysis, synthesis, evaluation
• Affective
–Interests, attitudes, values, etc.
• Psychomotor
–Movement, physical, kinesthetic, etc.

22. What is instructional objective?
• An instructional objective is a collection of
words and/or pictures diagrams intended to
let others know what you intended for your
students to achieve.
(Robert F. Mager)

23. • The main objective of instructional system is to
help the students in learning and teaching in a
better way.
• Internet, computer, multimedia and other
things that help student in learning is called
ITRT. Learners set their goals and get help
from ITRT.

24. • Objective can be related to teacher as well as
student.
• Teachers cannot only download their lecture
from internet but also take help in improving
their proficiency level using multi techniques
of ITRT.
• Instructional system makes an easy way to get
you intend to do.

25. Advantages of Using Technology in
the Classroom

26. Benefits for Students
• Prepares Students for the Future Increases
• Student Engagement and Motivation
• Provides Current Information and Wider Access
• Supports Collaboration Skills
•

27. Benefits for Teachers
• Improves Instructional Delivery
• Supports Differentiated Instruction
• Supports Universal Design for Learning Practices

28. Disadvantages of Instructional System

29. Laziness in Learning
• Instructional technology creates a lazy
attitude in the learner to adopt L2.
• It provides the learner readymade material
which gets him or her away of natural method
of learning.

30. Expensive Way of Learning
• This methodology takes lot of money.
• Although it is a easy way to access the main
ideas or information but not everyone can
afford it.

31. Time Cost
• Instructional system needs enough time of its
implementation in the L2 learning with the
help of different sorts of multimedia devices
like projectors & PowerPoint presentations
etc.
• Sometimes due to connection or downloading
and electricity issues, teacher has failed to
deliver or implement the lesson in the class
room.

32. Lack of Support
• No doubt, Instructional technology can be a
better addition in the language learning class
room. But it can also the frustration of both
teacher and learner due to their unawareness
about the technology. How to use it?

33. Techniques use in instructional
system

34. Audio techniques
 Recorded material is used in this process
which can be repeated as many times as it will
be needed.
Lectures, speeches etc can be play for the
learners according to their needs of language
learnig.

35. Visual techniques
Pictures, situations etc can be show to the
learners on projectors, computer screens and
explain that for them or might they ask to
share their information, ideas or knowledge
with others after watching the pictures or
situations.

36. Role play
• A demonstration of some thing about
language learning it might be a dialogue can
be conducted for the learners in which they
can observe the live situation of the usage of
their target language.

37. Result
• As a result of using these techniques the
students use all four skills of language
(listening, speaking, writing and reading) and
these techniques can improve their language.

38. Conclusion
• Emphasis on outcomes involving problem solving and process skills.
• Emphasis on using technology to create meaningful learning
contexts where students are actively involved.
• Focus on the interaction of specific technologies with specific
learner characteristics.
• Future research in educational technology should use intra-
medium, aptitude treatment interaction or naturalistic designs;
some evaluation research is also necessary.
• Media comparison studies are usually inappropriate.
• Students can learn from all educational media; there is no best
medium.
• Computers and technology can be used to help students learn new
material in new ways; these types of uses must be encouraged and
evaluated.

39. Conclusion
Continue….
• In general, teachers and schools are not yet integrating
newer computer applications into the curriculum.
• Gender differences related to computer use and attitude
exist.
• Persuasion is possible using mediated messages. Attitudinal
outcomes can be produced as predictably as cognitive
outcomes.
• Computers are increasingly being interfaced with other
technologies to create learning environments for students;
the computer should no longer stand alone as the
technology for researchers.
• Hypermedia environments provide potential for creating
meaningful, relevant learning contexts for students.