The evolution of technology and its implementation into curricula has permeated all aspects of education. As many struggle to keep up with new technologies other benefit from such rapid changes. The latter group is often referred to as educational technologists. It is vital to the understanding of the role of educational technologists, to differentiate between instructional design and technologies and instructional technology. (Reiser, 2001) Instructional technology is viewed many times as the use of software and hardware employed to aid with instruction. Therefore most individuals equate the term instructional technology with the term instructional media. (Reiser, 2001) Because of this misrepresentation, the term instructional design and technology is more applicable for which it includes all types of technologies (software and hardware) as well as the varied delivery methods (e.g. distance education and hybrid courses).
Computers have been the most successful in making a significant impact in education. There is, however, no positive correlation between the number of computers in a classroom and the meaningful, on-task, educational time spent using them. (Reiser, 2001) Research throughout the years revealed that students learned equally well regardless of the delivery method. (Clark, 1983, 1994) Therefore it is up to the instructor to make sure that the technology is utilized to its full potential and in meaningful ways. A constructivist perspective to teaching with technology makes the learning experience more stimulating while presenting authentic and real-world applications to theoretical approaches.
[Reference]
Clark, R.E. (1983). Reconsidering research on learning from media. Review of
Educational Research, 53, 445-459
Clark, R.E. (1994). Media will never influence learning. Educational Technology
Research and Development, 420, 21-29.
Reiser, R.A. (2001). A history of instructional design and technology: Part 1: A history of
instructional media. Educational Technology Research and Development, 49, 53-65.
Computers have been the most successful in making a significant impact in education. There is, however, no positive correlation between the number of computers in a classroom and the meaningful, on-task, educational time spent using them. (Reiser, 2001) Research throughout the years revealed that students learned equally well regardless of the delivery method. (Clark, 1983, 1994) Therefore it is up to the instructor to make sure that the technology is utilized to its full potential and in meaningful ways. A constructivist perspective to teaching with technology makes the learning experience more stimulating while presenting authentic and real-world applications to theoretical approaches.
[Reference]
Clark, R.E. (1983). Reconsidering research on learning from media. Review of
Educational Research, 53, 445-459
Clark, R.E. (1994). Media will never influence learning. Educational Technology
Research and Development, 420, 21-29.
Reiser, R.A. (2001). A history of instructional design and technology: Part 1: A history of
instructional media. Educational Technology Research and Development, 49, 53-65.
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