What is Instructional Technology?
The Domain of Design
The Domain of Development
The Domain of Utilization
The Domain of Management
The Domain of Evaluation
Conclusion

Domain of Utilization
The Domain of Utilization covers the use of human and material resources to gain acceptance for, implement, and institutionalize a program of instruction as designed and developed under the previously explained domains (AECT, 2001). An instructional design that is not used will not solve the problem for which it was designed. The Instructional Designer must take into account the environment in which the instruction will be used to develop a plan to make sure the instruction is enthusiastically received. Even if an instructional module is contracted for a particular situation, the learners must see the innovation as useful and worthwhile for them to give it adequate attention. Helpful to the Instructional Designer is a knowledge of the work of Everett Rogers on the diffusion of innovations. Anything that is perceived to be new to the learner is an innovation, thus nearly all new instruction is innovative (Rogers,  1995). Therefore, the Instructional Designer must plan for how he will implement his instructional design. He must determine how to make the learners aware of the instruction to come, and do so in such a way that learners will form a positive opinion of the instruction. This is done by showing how the instruction will benefit the learner by providing an advantage over old methods, and showing how the new is compatible with the system in which the old was used. The diffusion plan should calm users' fears that the outcome of the instruction will make their lives more difficult, and it should give the potential users real or simulated experience with the product to ensure that learners will perceive the benefits of receiving the instruction.

Implementation is the application of the instructional design and development into the actual learning setting (AECT, 2001). To do this successfully, the Instructional Designer must determine who will deliver the instruction, where, and under what conditions to appropriately perform the training. Once the careful work of design and development is finished, one should not allow it to fail because of improper implementation. Instructors and learners will need support in adapting to the new knowlege and skills they receive during and after instruction. The Instructional Designer must plan to ensure this support is present. One does not want to plan instruction for a series of three hour workshops, only to be told it was a failure after time constraints forced an organization to try to cram it into one half-day workshop. The instructional designer is like the modern father: he does not wait in the waiting room, but is present and involved in the delivery of his child.

Beyond implementation is institutionalization. This is the permanent adoption and continued use of the innovation (AECT, 2001). When a program is institutionalized, it becomes a part of the culture of the organization. Planning for continued follow-up, support, and adaptation of the instruction are also the province of the Instructional Designer.

Also subsumed under the Domain of Utilization are the policies and regulations that will affect the implementation of instructional solutions. Whatever development technologies are used, the Instructional Designer must be aware of United States and international copyright laws that will pertain to his implementation. He must educate himself to the requirements of the institutions and organizations into which he will implement his plan, such as being sure all Web-based material developed for public institutions be ADA compliant so as not to unfairly block access for some users. Community and organizational standards for content must be considered as applicable to the learners one is trying to reach.