1.

How do the two AECT definitions compare with your own, personal definition of
the field-and the popular layman’s definition or understanding of the field?
[Something to consider: when you tell people you’re studying instructional
technology, do they ask, “What’s that “? And if they do, how do you answer
them?]

My personal definition of Instructional Technology is integrating technology into the

classroom to increasing students’ learning. Tool and crafts such as the computer,
audiovisual equipment such as (television, video production, video audio
conferencing, Internet software and distance learning guides are some of the tools I
use to design the curriculum to promote learning in all subject areas. I also use the
same tools and crafts to promote learning in my teaching career.

The AECT Definition and Terminology Committee document #MM4.0 used the terms
“educational to refer broadly to activities intended to help people learn productively,
whether individually or in groups, in classrooms or at a distance. and used the term
“instructional” to refer to activities structured by someone other than the learner and
oriented toward specific ends. From this perspective, educational is not limited to
institutional settings. It can include guidance given by parents to children, knowledge
and attitudes fostered by mass media, and other such cultural influences conveyed to
community members.

When I tell people that I am studying instructional technology, they do ask me “what
is that”? I tell them that Instructional Technology refers to the use of technology, to
support or provide education. I tell them that I use tools and crafts such as the
computer, audiovisual equipment such as (television, video production, video audio
conferencing, Internet software and distance learning guides are some of the tools I
use in designing the curriculum in all subject areas to promote learning. I also use the
same tools and crafts to promote learning in my teaching career.

1. In comparing the two definitions, what difference(s)-or similarities, for that matter
—“jump out at you”? Why?

The AECT definition and terminology committee document #MM4.0 said that
educational technology is the study and ethical practice of facilitating learning and
improving performance by creating, using, and managing appropriate technological
processes and resources. “That is “study” refers to information gathering and analysis
beyond the traditional conceptions of research as well as other forms of disciplined
inquiry such as theorizing, philosophical analysis, historical investigations, development
projects, fault analyses, system analyses, and evaluations. The AECT says that
Instructional technology refers to the concept, theory, and field that focuses on facilitating
learning through technology under conditions that are “purposive and controlled,” as
proposed in an earlier AECT definition of the field (AECT, 1977, P. 3). Instruction is
narrower than education in the sense that it refers to situations that are more purposive,
that is, in which the learner is directed toward specific goals or objectives set by some
else, and more controlled, that is, in which the learner if directed toward specific goals or
objectives set by someone else. Education situations may entail any combination of
externally guided or self-directed activities, with or without specific objectives.
Education technology shows that the learner is the priority one, and the writer of the
curriculum or curriculums will become familiar with characteristics of their audience.
Education technology shows that a diversity of instructional activities are incorporated
into the design of the definition to take into consideration the various learning-styles and
multiculturalism of the student-body. Continuous assessment and evaluation has been an
integral aspect of the design of both definitions and both definitions involve a
combination of educational goals, people and instructional methods.

2. In your view, is the more recent definition an improvement over the 1994 definition?

The more recent definition is an improvement over the 1994 definition because the
AECT’s definition of instructional technology illustrated the continuing shift toward a
“process” focus by placing the instructional design process at the center. The most recent
definition of instructional technology is described as The art and science of designing,
producing, and using with economy and elegancy – solutions to instructional problems;
these solutions may combine verbal or audiovisual media and may be experienced with
or without human mediation and may take the form of lessons, courses, or whole systems
that facilitate learning efficiently, effectively, and humanely (Kovalchick and Dawson,
2004). The most recent definition explains how the first and foremost the needs of the
learner would be a priority and the person who writes the curriculum has to become
familiar with the audience. A diversity of instructional activities will have to be
incorporated into the design of the course to take into consideration the various learning-
styles and multiculturalism of the student-body. In conclusion, continuous assessment and
evaluation is an integral aspect of the course design.

References

AECT. The field of educational technology: a state of definition. Audio-Visual

Instruction 17:8, 36-43.

AECT. (1977). The definition of educational technology. Washington DC:

AECT.

Kovalchick, A. & Dawson, K, ed’s (2004) Educational and technology: An

encyclopedia. Santa Barbara, CA: ABC-CLIO.

MacMackin, M. D. & Elaine, M. B. (1997). A change in focus: Teaching diverse

within an inclusive elementary school classroom. Equity & Excellence in
Education, 30(1). 32-38.
Seels, Barbara B. and Ruchey, Rita C. 1994. Instructional Technology: The
Definition and Domains of the Field. Washington, DC: Association for
Educational Communications and Technology.