Domains of the Field of Instructional Technology

The Field of Instructional Technology

Defining the field of instructional technology is not an easy task, since the field is relatively new compared to other long established fields such as psychology or sociology. Given novelty of the field and the ambiguity that is associated with the concepts embedded in the name of the field, it might be necessary to first define the concepts of “technology” and “instruction” before defining the field.

The varying definition of the term “technology” has often created confusion. People often associate the term “technology” with electronic devices or with machines or physical systems of some sort. However, the following dictionary definition of the term technology suggests that technology is more than electronics.

Technology is composed of two terms; `technique' and `logy'. Technique means `a skillful way of doing something', and the suffix `logy' means knowledge and knowing (Webster's Dictionary, 1994). The two terms put together mean; knowledge of a skillful way of doing something.

Similarly, scholars within the field also view technology in broader terms. Solomon (2000), author of Educational Technology, Research and Development defines technology as the “systematic application of all sources of organized knowledge,” (48 (4), 5-20) thus broadening the definition to include such other academic disciplines as literature, science, and the arts, but ultimately, it is Finn (1960) that says

"In addition to machinery, technology includes processes, systems, management and control mechanisms both human and non-human, and ... a way of looking at the problems as to their interest and difficulty, the feasibility of technical solutions, and the economic values-broadly considered-of those solutions" (p. 10).

The concept of instruction also highlights some differences of the opinions. The dictionary definition sheds light onto the fact that instruction is more than lecturing in a classroom; instruction is a process of decision-making and activities that are made and carried out in order to procure the desired outcomes for learners.

Instruction is the activities of educating or instructing or teaching; activities that impart knowledge or skill (Webster’s Dictionary, 1994)

Consistent with the above dictionary definition, Driscoll (1994) defines instruction as a deliberate arrangement of learning conditions, which promotes the attainment of an intended goal. This more general definition widens the view of instruction to include goal orientation. Warries (1986) expands Driscoll’s definition even further by defining instruction as a system in which learners are led or have chosen their own way to a learning goal that has been described in advance. This supports the goal orientation but also suggests that there are many different routes to achieve the same goal. Romiszowski (1981), who is a proponent of systems thinking, proposes the following definition:

"By 'instruction' we shall mean a goal-directed teaching process which is more or less pre-planned. Whether the goal has been established by the learner or by some external agent such as a teacher or a syllabus is immaterial. What is important is that a predetermined goal has been identified. Whether the routes to the goal are then unique or various, whether they are prescribed by the instructor or chosen by the learner is immaterial. What is important is that pre-planning has taken place to establish and test out viable routes" (p. 4)

Synthesizing the above definitions of technology and instruction, one may suggest that Instructional Technology is the systematic application (pre-planning) of knowledge, skills, and tools to maximize the effectiveness of a goal oriented teaching process (Solomon, Johnson, Romiszowski). In other words, Instructional technology is having knowledge of a skillful way to design, develop, select, identify, and implement instructional processes, strategies, and materials.

By these definitions Instructional Technology is not a field that is limited to education alone. Goal oriented processes of learning apply in many industries. Instructional technologists can have an impact on knowledge or skills in education, the business world, or the government. Any of these systems provide training or education for their employees or students. Instructional technologists may design and develop computer based training, face to face training, or self-instructional materials. The key is being able to analyze and design what needs to be learned and find a skillful way of ensuring the correct skills are retained. The current accepted definition, which takes many of the above-mentioned concepts into account, is "the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning." (The Association for Educational Communications and Technology (AECT) (1994)). This definition breaks down the “skillful way” in which instructional technologists design and develop instruction. These five skillful ways are known as the Instructional Technology Domains. These domains identify the skills needed to design and develop effective instruction. Examining each domain will create an even deeper understanding of this field.