If a person is newly exposed to the field of Instructional Technology, it may appear that the field is centered around hardware and
software used to improve teaching, or instruction. Though this is partly true, the field of Instructional Technology involves a much
broader outlook on improving the performance of learners in many arenas including Education, Business and Industry, and
Government Agencies.

According to several versions of Webster’s Dictionary. The term technology encompasses the following definitions:

a. Systematic treatment of an art
b. The practical application of knowledge
c. A manner of accomplishing a task esp. using technical process, methods, or knowledge
d. The specialized aspects of a particular field of endeavor

The field of Instructional Technology fits well into these definitions by Webster. According to Seels & Richey, very profound
theorists in the field, Instructional Technology is “the theory and practice of design, development, utilization, management, and
evaluation of processes and resources for learning” (Seels &Richey, 1994, p. 1). Definition “c” above defines technology as
“A manner of accomplishing a task using technical process, methods, or knowledge.” Instructional Technology is just that. It
involves analyzing a situation, designing a plan to respond to the situation (generally to improve performance) which includes
determining who is involved and the tools necessary to meet the goals, developing the tools and/or instruction, and
implementing a strong product that will be evaluated throughout and upon completion.

As you will see as you examine the domains of the field (Design, Development, utilization, management, and evaluation)
are met using both systematic and systemic methods, and each domain is reliant upon the other to complete a technical or
scientific process. You will also see throughout this portfolio each phase or domain of the Instructional Technology field
houses its own characteristics.

"The purpose of instructional technology is to affect and effect learning" (Seels & Richey, 1994).