Week 4 reflection Definition of Instructional Design and Technology

My previous view of Instructional Technology is consistent with the key point in the definitions that have not changed over the years. That is to say that I have always thought of instructional technology as “the use of media for instructional purposes” (Reiser and Dempsy pg. 7). I had never considered Instructional Technology as a process. Reiser and Dempsy would say I am using the definition of “Instructional Media”, not Instructional Design and Technology”. This concept was a bit challenging for me to fully comprehend. I must admit that I remember the way life used to be, before home computers, cordless phones, or even remote controls for television. When I was young, we only had three stations on the television and if your antenna was strong enough, you could get a fourth channel on a clear day. (I was born in the early 70’s) I always thought of technology as the tangible items developed by super geniuses. Then as I got older and learned more about computers and other basic technology, my definition changed. I now added software, the internet, and anything that could be used with the hardware to my definition. Once I discovered the internet, I knew I liked all of these technological advances, especially the ones that helped me.

Now that I am a teacher and have had some exposure to the field of instructional technology, the definition I am most comfortable with—probably because I understand it and agree with it—is the 2006 AECT comities definition, “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (n.p.).” This definition matches my main directive as a teacher… I am here to teach and facilitate learning. The 2006 definition seems to be based on instruction; therefore, it matches my belief in what instructional technology and design is… “creating (generating instructional interventions and learning environments), utilization functions (selection, diffusion, and institutionalization of instructional methods and materials), and management (incorporates project, delivery system, personnel, and information management)” (Reiser and Dempsy pg. 6).

I was surprised when I read that a definition of educational technology and design would include “noninstructional means”. How can a concept with the word instructional have the term noninstructional used to define it? The book uses the term “noninstructional” when they discuss “improving human performance in the workplace”. The authors of this book say this field had “been dubbed human performance technology or performance improvement. I don’t see the connection between improving human performance in the work place with instructional technology. One could use instructional technology and design to improve human performance but the improving performance is not instructional in itself. I’m sure there is someone out there who can make me change my mind when they explain the concepts in a new way. Until then, I consider the terms very separate.

Until I am more educated in the title instructional design and technology, I will take the definitions at face value. I can’t see anything that might be missing in the modern definitions. But, to be completely frank, I didn’t see what was missing in the 1994 definition until I read the 2006 definition. As I learn more, I believe I will be able to see whether or not there is any information missing in either the 2006 AECT or the authors’ Reiser and Dempsy definition of instructional design and technology.