As a doctoral candidate at Duquesne University, perhaps the most frequently asked question I am faced with is, “What is Instructional Technology?” For some, it is ALL about improving “efficiencies and effectiveness” as if education were a commodity on an assembly line. However, I do not agree the educational process or standards of education should relate to “effectiveness and efficiency.” My goal as an instructional technologist is to facilitate methods for teachers and students to gain knowledge using hands-on experiences. It is my desire as an emerging leader to develop innovative instructional environments where learning is able to occur.

From my experiences as a researcher, parent, educator and student, I would prefer to consider what Instructional Technology involves (see the list below). This list is based on my thoughts and ideas. For a sample of my courses and course work, please click on the links to the left. To learn about my “real world” applications as a newly hired Director of Education, select the “real world” option for the standards option on the top menu bar. As a visionary, I have developed a community-based project, DREAMSPACE for future endeavors. To view information about how I envision the use of technology in education for community revitalization, select the “future” option from the menu option and press “DREAMSPACE” for the specifics.

• Designing various methods of instruction for various types of learners (including all the phases of activity from needs assessment to evaluation)
• applying appropriate learning theories to instructional design
• selecting delivery systems and designing techniques for a given delivery system
• assessing human characteristics (andragogy vs. pedagogy)
• conducting process and product evaluation
• leading and facilitating change
• adopting innovations
• building teams and managing projects
• integrating instruction with other factors that influence human performance
• implementing delivery to reach learners when they need it
• using technology in support of the development and delivery of instruction

Furthermore, it is worthy of considering what the “official” ways to define Instructional Technology are. According to the current Association for Educational Communications and Technology (AECT), the definition is: “Instructional Technology is the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.” (Seels & Richey)

• Instructional Design seeks to teach how to plan, develop, evaluate and manage the instructional process effectively to ensure improved performance by learners.
• Instructional Technology's goal is to understand how people learn and how to best design instructional systems and instructional materials to facilitate that learning. We also use appropriate technology to aid us in the design and delivery of the instruction.
• Instructional Technologists are today's problem solvers. They look to understand performance problems and design solutions to those problems. Sometimes the solution is instructional; other times the situation requires a non-instructional solution. (Reiser & Dempsey)

“The Instructional design approach considers instruction from the perspective of the learner rather than from the perspective of the content, the traditional education and training approach.” (Morrison, Ross, Kemp)

According to the brochure, at Duquesne University, the EdDIT doctoral program develops instructional technologists who foster learning through the exemplary uses of technologies linked to best practices of teaching and learning. The EdDIT program integrates the recommendations and standards of leading professional and educational associations and appropriate content area organizations at the local, state, national, and international levels. The purpose of this doctoral program is to prepare regional, national, and international technology leaders keenly trained in the scholarly perspectives and practical paradigms of the 21st century.

The EdDIT philosophy is consistent with the overall mission of the School of Education, which states: "Within the ecumenical environment of Duquesne University, the Mission of the School of Education is to prepare professional educators for leadership and distinction in teaching, scholarship, and service in the world's communities." "We know that successful technology-rich schools generate impressive results for students, including improved achievement; higher test scores; improved student attitude, enthusiasm, and engagement; richer classroom content; and improved student retention and job placement rates. What we need now is leadership.” (US Dept of Ed, 2000).

Technology leadership is the driving force behind the EdDIT program. EdDIT is partnered with other highly successful School of Education EdD programs, including the IDPEL (administrative leadership) and ILEAD (instructional leadership) areas of concentration. EdDIT will provide the same degree of distinction with its focus on teaching, scholarship, and service to the community of instructional technologists. The EdDIT program supports a practitioner's focus. Research, practice, and publish comprise the clinical experiences of the program. Candidates are expected to embrace the practical dimensions of the program's domains and themes.

The breadth of instructional experiences includes core strand courses combined with learning groups grounded in research and practice, and technologies-based cognate courses. Program participants attend sessions combining traditional and online environments. Campus-based sessions are conducted during the academic year and during summer sessions using a variety of online, computer-assisted, and web-based forums. Online courses will include both synchronous and asynchronous communications such as chat rooms, bulletin boards, and electronic mail.

Sources

Anglin, G. (ED.). (1995). Instructional technology: past, present, and future (2nd ed.). Edglewood, Colorado: Libraries Unlimited, Inc.

Seels, B.A., & Richey, R.C. (1994). Instructional technology: the definitions and domains of the field. Washington D.C.: Association for Educational Communication & Technology.

Reiser, R.A. & Dempsey, J.V. (2002). Trends and issues in instructional design and technology. Upper Saddle River, NJ: Merrill Prentice Hall.