Technology

Galbraith (1967) defined technology as “...the

systematic application of scientific or other organized knowledge to practical tasks”.

Basic Principles• An understanding of basic research and theory;

• A working knowledge of the practical task, problems that may arise out of the situation, and individual’s need to be met;

• The ability to translate the theory and research into a form that the practitioner can apply to practical situations.

Instructional Technology

Heinrich, Molenda and Russel (1989)

define instructional technology as

“...the application of our scientific knowledge about human learning to the practical tasks of teaching and learning”.

Brown and Hercleroad (1977) view instructional technology as

“...a systematic way of designing, implementing and evaluating the total process of learning and teaching in terms of specific objectives, based upon research in human learning and communication and employing a combination of human and nonhuman resources to bring about more effective instruction”.

Seels and Richey (1994) view instructional technology from a

holistic perspective, incorporating the theory and practice of design development, utilization, management and evaluation of processes and learning resources.

Smith and Ragan (1993) have defined instructional design as

“...the systematic process of translating principles of learning and instruction into plans for instructional materials and activities”.

A Summary Of the Components of Instructional Design

for Teachers

• The lesson plan: The format and what should be included and the sequencing of the components.

• The various methods and techniques necessary for determining learners’ current ability levels and the skills needed to accomplish the learning task.

• The content to be learned and where emphasis should be placed.

• A vast array of strategies, methods, techniques based on the principles of learning and communication that can be utilised in the teaching/learning process to increase students’ learning and teacher effectiveness.

• The correct sequencing of instructional materials so that the limited time is spent wisely in the communication of important information when needed. This may be done for a specific lesson topic or a more general level which could involve a whole range of curriculum topics.

• Finally, the techniques for evaluation to ensure that the content, the methods, the media and all other instructional materials were used effectively and efficiently in increasing a student’s learning.

Instructional Development

Refers to the broad process of designing an instructional

programme whether it is a single, moderate, a complete unit, or a

total course with the use of objectives and systematic

procedures.

Four questions need to be answered:

1. Who are those to be involved in the learning process?

2. What should the individual learn or be able to do at the end of the lesson?

3. How will the content or skills be communicated effectively to learners?

4. How will you determine the extent to which learning has taken place?

The Ten Elements of Instructional Design

1. Topic, Purpose, Task

2. Learning Characteristic

3. Content, Task

4. Objectives

5. Teaching and Learning Activities

6. Teaching/Learning Activities

7. Instructional Resources

8. Support Services

9. Evaluation

10. Pretesting

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