Instructional Technology as an Important Thing in Education - Coursework Example

Instructional Technology Instructional technology is important in education as well as employee training. Instructional media of communication in organizations relates to the use of specific tools. Instructional Technology use by individuals, therefore relates to the utilization of specific perspectives. The perspective employed in the design includes the utilization of resources, design of the system, management and Evaluation. The media of communication may either utilize printed text and online materials. It may take a linear perspective or a synergic representation. These media of communication, on the other hand, has its merits and Demerits. This paper defines the meanings of instructional Technology. It illustrates all domains and Sub-domains in an informational system. It further lays emphasis on the military as the learning environment. It further looks at instructional tools available for use. KEYWORDS: Instructional technology, Instructional Technology in classrooms, Instructional Design, Media tools Introduction Instructional technology definition relate to the body developed for years by the AECT. This theory relates to the development of curriculum of education on the field of educational Technology. It also relates to a specification on the knowledge base of a particular field. In relation to the field on instructional technology, one can state that in consists of definition of domains. It refers to the provision of documentation that provides definitions of sub domains and domains (Quain, Scales & Whithem, 2014). Therefore, considering the subject of instructional technology certain aspects comes to observation. It provides an in-depth examination on the knowledge bases of systems. Another aspect on the field relates to its interactions with research. Its interactions with research provide reasons for the development of standards. The Standards’ formulation in relation of Instructional pegs its truth on certain information and instructions. Such standard document comes because of various committee meetings’ views by the AECT (Cennamo & Ertmer, 2013). In definition by the AECT committee structure, Instructional Technology is the practice of design, theory, and resources for learning, management and in the evaluation of processes. It refers to a discipline that specialises on certain techniques. It also refers to various efforts used in making education easier (Quain et al., 2014). Its theory is broad while it does not boarder largely on scientific theory. Its theory consists of principles, constructs as well as concepts. It also acts as a data bank for the prepositions for body of knowledge. The knowledge gained from the study therefore assists individuals in problem solving on various projects. The practice of the study assists in gaining of information through experience. The processes related to the study refer to series of activities directed to capture certain result. In relation to the design on the Information Technology, one can state that it relates to all the structure to the system. The structure refers to the users of the system, the theory used to develop the system and its management (Ring et al., 2014). On the other hand, the success of this system depends on its management, standards and its evaluation criteria. Integration of Instructional Technology in classrooms The integration of instructional Technology in classroom relates to the joining of various domains. These domains relate to the integration the development and design domain of the system. It also relates to domains and subcommands that illustrates the management of the system, evaluation and in Utilization of resources (Sugar, 2014). In relation to the application of theory in to practice, classroom instructions provides values on the field (Ring et al 2014). Using instructional media on the field provides certain perspectives. These perspectives include the development, management, design, evaluation and utilization phases (Cennamo & Ertmer, 2013). These perspectives may otherwise relate to its domains. Therefore, while one takes consideration of integration of instructional media to classroom, certain perspective comes into play. In a classroom setting instructional materials or media need to assist students learn. The media should not be a tool of presenting information but provide in-depth information on the tool (Sugar, 2014). In classrooms, teachers might use printed text or electronic data. The use of printed text provides a strong media for transmitting information to students. The method has multiple advantages in comparison to electronic media (Ring et al., 2014). The advantage of printed text over electronic media is that information is transmitted in a linear method. This ensures ease in the arrangement of huge amounts of information. On the other hand, students can control their reading pace. For example in relation to textbooks in a class, a student is able to take information from its pages, chapter and sections ease unlike electronic media. The advantage of the media further rolls to ensure that students not only learn, but also comprehend their field of study. While compiling a program for learning using instructional media scrolling needs to be minimised from the start. Research proves that constant scrolling of data provides a barrier to the comprehension process of students. Column of text on the other hand might be a hindrance to the success of the system. In practice, the 50% rule provides a better method of text presentation. However, studies also reveal that studying from a computer screen provides a 30% slow rate of comprehension that from printed pages. Media Selection Process The selection on the media of use to students certain stages relates to its designing phase. For example in the military, with special reference to the US Army, certain questions need considerations. These questions are important to instructors and students to interact. The Army’s instructional technology relies on certain Aspects. The first important aspects include the basic Instructional Mode Selection. This first aspect relates to conventional classroom training and long distant learning processes. After individuals have selected the mode of transmission of instructions, the next step is Instructional Setting Selection (Quain et al., 2014). Instructional Setting Selection is the next aspect of consideration. The setting selection needs to relate to the methods of transmission. For example, a face –to- face mode of communication needs to be conducive for comprehension. The room used for the face- to –face approach needs to be far from the firing range for concentration of students. The other question to the design selection relates to the Instructional Strategy Selection. Instructors’ in the Military need to have definite strategy in communicating information. The strategy need to consider the design of the coursework for students. The strategy also needs to consider the modes of delivery of information. On the other hand, specific media of communication need to be of consideration on the strategy selection. Further, tools to communicating information needs special consideration. For example if information is for long distance learning strategies, tools for the program need to be in practice. Such tools may include tape recorders. The media may include online face-to-face video chatting (Quain et al., 2014). On the other hand, the process needs to address the basic knowledge skills for students. Further, the selection process includes decisions that include stability of the program, costs and instructional strategy. Instructional Media in the Military The US Army’s instructional learning and teaching strategy use a blended learning strategy. The blending learning strategy provides varied benefits unlike the traditional instructor led training. The advantage of the system to the development of training lies on its use of diverse technologies in teaching. The army’s use of the system in the recent past shows, that the learning strategy has had success. Its successes lie on the enhancement of its attrition rates to higher education (Ring et al., 2014). The Military needs to develop a strategy that would increase students’ participation on military studies. However studies reveal that in the Army there is no specific methods transmitting such information. Through face-to, face meeting of officers certain aspects occurs different from theory. For example in theory, one might have certain theory on war manoeuvre strategies. However, in application in the field or discussions different important aspects arise. During the selection stage of Military instructional media, aspects on the analysis of course information come to play. The other aspect of importance relates to the lesson plans, teams as well as materials. The Training process includes four basic stages. The stages on leaning include the first stage, which is the Basic Instructional Mode Selection (Ring et al., 2014). This stage is important for the selection of course aspects. The second stage relates to the selection of the mode of delivery. This information on the process provides detailed information on the mode of the delivery to Soldiers. The next step concentrates on the setting for the provision of information. The other important aspect concentrates on the media of communication selection. This step assists policy makers to provide insight on the various tools of operation. The tools may specify on the information technology channels. However, in order to promote clarity on the success of the program, certain aspect needs consideration (Ring et al., 2014). The aspects that come into consideration include the official times for the domains. The other aspect of consideration is the view of the learning process. Learning might take a hierarchical order. Such an order might differential individual according to their skill level. On the other hand, individuals might employ technology to foster learning for higher order skills. Instructional Media Tools Throughout history, the US army employs various Media to instruct training programs. Today’s Military instructional tools come into various categories. The tools might be E- learning tools, Survey and Evaluation and Educational Websites (Giannakos & Vlamos, 2013). The Use of websites assist instructors employs simple tools on an online format. Its advantages include the use of limited interaction tools. Such tools may include the use of Email communication. It may also limit frustrations by users on the online front. However, its failure relates to its inability to counter ideas and in negotiating meanings. Student and instructor’s surveys are another important tool. This tool is instrumental faster due to self-evaluations. It is a more convenient tool to use, cheaper and provide comparative data to the measure of objective. In some classes students’ ranks relate to the Likert scale Surveys. The other important tool is the E-learning tool use (Giannakos & Vlamos, 2013). However, the system face challenges from the influence of lack of dedicated teachers. The system is cheap and timely however aspects such as lack of collaboration by students to the system. They may experience disorientation, difficulty in comprehension and confusion. Summary/ Conclusions Instructional Technology refers to a system of facilities organizations might use to communicate instructions. Instructional media in a typical organization refers to the use of printed text of information or on online front to pass information. It is also true to note that for instructions to meet its purposes comprehension of information therein is necessary. Using a technical definition, one can state that instructional technology refers to all domains applicable to passing instructional information. Therefore, it is imperative that classroom training incorporates instructional technology. Instructional technology provides in-depth information on the material of study. Therefore, the use of an instructional technology kit in practice entails the planning phase selection of media and mode of transmission. The media needs evaluation to provide accurate comprehension reports of students. Further, the media of transmission is of importance, tools and on operational actions. References Quain, B., Scales, M., & Whithem, C. (2014). A Practical Guide to Giving Students a Competitive Advantage for Employment by Teaching them Social Media Tools. Consortium Journal Of Hospitality & Tourism, 19(2), 17-34. Ring, B. A., Brown Jr., R. K., Howard, L. E., & Van Ness, P. R. (2014). Leading Structured Organization in the Dynamic Information Age. Military Review, 94(2), 66-72. Giannakos, M. N., & Vlamos, P. (2013). Using webcasts in education: Evaluation of its effectiveness. British Journal Of Educational Technology, 44(3), 432-441. Sugar, W. (2014). Development and formative evaluation of multimedia case studies for Instructional Design and Technology students. Techtrends: Linking Research & Practice To Improve Learning, 58(5), 36-52. Cennamo, R, & Ertmer, P. (2013) Technology Integration for Meaningful Classroom Use Cengage Publication. Read More