week 2 Ahıstory of Instructional Design

A HISTORY OF INSTRUCTIONAL DESIGN AND TECHNOLOGY

‘’In order to be Professional in any field you should be knowledgeable about that fields history’’

I started my reading with believing this sentences.

Where our field has come from brief introduction to some of the current trends that affects our field. With examining instructional design procedures and the use of media for instructional purposes have formed the core of the field of instructional design and in this chapter the events are noted from United States.

Every physical means of instructional delivery from the live instructor to the textbook to the computer and so on would be classified as instructional medium.

But it is clearly mentioned that; teacher, chalkboard and text book categorized separately from other media.

                                                SCHOOL MUSEUMS

They weren’t intended to supplant the teacher or textbook they are supplementary curriculum materials. Teachers and textbooks viewed as the primary means of presenting instruction and teachers are given the authority to decide what other instruction media they will employ. But this is not true teachers should be viewed on an equal footing with Instructional Media. They mean solo authority shouldn’t be given to teachers.

In 19th century lantern slide projectors ,stereograph viewers were used. The motion Picture projector was one of the first media devices used in schools.

Radio Broadcasting increased the interest to instructional media. By early 1930’s audiovisual enthusiasts thinking that radio will be impact on instructional practices but contrary to this belief radio has very little affect.

WORLD WAR 2

Audiovisual instruction movement slowed in schools but devices were used in military services and in industry. Training films were really popular and has an important role in preparing civilians. Head projectors, slide projectors, simulators,  training deviceswere extensively used during World War 2

After war training effectively large numbers of individuals and identifying how various features of audiovisual materials affected learning a renewed interest in using audiovisual devices in schools started.

INSTRUCTIONAL TELEVISION

In 1950’ TV was started to be used for delivery instruction. It started especially after setting 242 TV channels for educational purposes. And prior to 1960’s educational Broadcasting was seen as quick efficient inexpensive means of satisfying the nations instructional needs. But some of the projects about this field was abated because of its quality. And when its argued that why TV was not adopted to greater extent. Its one of the reason was teacher resistance to use of TV in classrooms.

Educational Technology term started to be used by early 1970’s.

Department of Audovisual Instruction changed into  Association for Educational Communication and Technology (AECT).

Most individuals in the field agree that Instructional media had had minimal impact on Educational practices.

COMPUTERS

After the interest in Instructional television faded the next technological innovation to catch the attention of large number of educators was ‘computer’ around 1950’s.

Lots of CAI (computer assisted instruction) was done around 1950’ and 1960’s (TICCIT,PLATO) but they had also little impact on education. But in 1990’s contrary to predictions in United States schools,t hey observed that;

1. the impact of computers on instructional practices was minimal,
2. the use of computer was far from innovative
3. in elementary schools its just used for drill and practice
4. they are mainly used for computer related skills such as Word Office of technology assessment.

RECENT DEVELOPMENTS

After reading this part of the chapter I can literally say that rapid advances in computer and other digital technology including internet have led rapidly increasing interest and use of these media for instructional purposes, in training in schools ,in business, Industry and military.

And it also mentioned here that; Increased presence of technology in schools doesn’t mean an increased use of that technology for instructional purposes. When I read the surveys’ results I can see that teachers use technology some technology based instructional activities just once per week but they generally do activities involving helping students improve their computer skills or drill and practice activity.

CONCLUSIONS REGARDING THE HISTORY OF INSTRUCTIONAL MEDIA

I totally agree the idea that ;over next three to five years computers ,internet and other digital media will continue to bring about greater changes in instructional practices than the media that preceded them.

                     THE POPULARIZATION OF BEHAVIOURAL OBJECTIVES

In early 1960 Robert Magner  recognized the need to teach educators how to write objectives, and  popularized the use of objectives for educators as for back as the early 1900’s.In the 1950’s behavioral objectives were given another boost when Benjamin Bloom and his colleagues published Taxonomy of Educational Objectives this give educators significance implicatory fort he systematic design of instruction.

Through the end of the chapter it emphasize the instructional design models that increased greatly. But instructional design efforts in schools and universities haven’t been successful. Then in 1980’s there was growing interest in how principles of Cognitive Psychology could be applied in the instructional design process. But it is understood that the actual effects of cognitive psychology on instructional practices during this decade was rather small.

Human performance technology movementand Constructivism; these two had major affect on the thoughts and actions pf many theorists in instructional design field.

After reading this chapter I deeply thought about the interesting journey of Educational Technology from 19th century to 21st century. Sometimes individuals was wrong about their thoughts but sometimes not,

Nowadays while talking the use of technology in education I asked myself again this question :Are we using technology for instructional purposes or not, and is technology used in our classrooms when its really necessary?

I finish my summary with a picture that I found practical to see how instructional technology evolves.