Instructional Technology
Introduction
Training and teaching are both facets of the process of learning. It is challenging to establish the distinction between the two terms, as both lead to creation and installation of something in the person. However, the notable difference is that training instills skills while teaching instills individual knowledge and intellect of the person. These terminologies connect the concepts used in the process of learning. The key essentials of learning incorporate both educational and instructional technologies. Technology is an essential component in the process of learning today, as nearly every institution and procedure of learning incorporates some form of technology.
The concept of instructional technology incorporates various terms that constitute the entire procedure of learning. There is comparison of terms and their applications in diverse procedures and it incorporates essential factors in the learning process. The key idea I choose to expand and share in this activity the concept of various sub-elements used in instructional technology. These sub-elements are three in particular, hard technologies, soft technologies, and the discipline or field of study. These concepts came clear in the module 1 lesson as we discussed the various terms and technologies and their significance in the concept of instructional technology, and their various relations and inter relations. The key concepts are within Module 1 learning activity, in the discussion of the essentials of instructional technology.
Rationale for choosing the topic
Technology is a broad term and incorporates diverse components and ideas as applied in various disciplines across the world. In the learning field, the term technology refers to the incorporation of ideas and other components, which may be tangible or intangible in the process of exploring the concepts incorporated in teaching and training. The term instructional technology in the discipline of learning refers to a myriad of activities that result in instilling of skills and knowledge in a person (Pitler, 2007). Therefore, seeking to evaluate the components of instructional technology became a matter of interest in my expansion activity. I chose to expand on the key components of instructional technology and their application in the field of learning. These components of instructional technology are the reason learning using the concept is remarkably effective. Exploring these elements and expanding on their meaning as well as their application in the concept of instructional technology in learning field enables me to relate intimately and internalize the entire concept engraved within the entire Module 1 activity.
Summary of what I learnt in the expansion
Instructional technology is among the growing topics of discussion in the discipline of learning. It is a growing filed whose core purpose is to facilitate the means of learning and solve various educational challenges. The procedure of applying instructional technology has three essential types of learning interactions. These interactions facilitate the entire components incorporated in instructional technology. These interactions include the learner to content, learner to instructor and learner-to-learner interactions. In view of the definition of instructional technology as a concept that incorporates the designing, developing, utilizing, managing and evaluating the processes and resources of learning, the evaluation of the elements of instructional technology then begins to make sense. These elements include the hardware and software and the discipline of application in the learning activity.
The hard technologies as applied in the field of instructional technologies incorporate the tangible aspects of the three elements. It includes the components such as computers, books, teaching slides, among others (Smith & Ragan, 2005). This component is the widely applied and most people who use the term usually refer to it as the instructional technology. It is the main component but it cannot stand alone, as technologies work in conjunction with each other component to facilitate completion of a process. Therefore, the element of hardware technologies does not work entirely on its own, as it relies on the other components.
The software technology is the second component of the instructional technology and refers to the programs and the learning material contained in the hardware component. The instructor engages in meeting the learning objectives at hand, this material. The software is entirely the component that determines the progress of the learning activity and the impact of the entire process while the hardware component of the technologies is mainly the channels of communication as applied in the field (Iskander, 2008). The third component, which is the discipline or field of application of the technology, incorporates the areas of application of the instructional technologies. The field may be in instructing people in different areas, including the world of economics, medicine, proprietorship or any other field as the technology may apply in instructing the people. These three components complete the application of instructional learning.
The concept of instructional technologies incorporates evaluation of the learning objectives of the module in discussion and the congruent application of the components in achieving those objectives. The technologies are remarkably useful as they continue to influence the discipline of learning in its endeavor to produce excellent people who can deliver in the society. The technologies help in growing the field of learning, as they make the learning process easier, faster and more effective (Pitler, 2007). These are among the advantages brought through the application of the instructional learning components.
Among the emerging aspects of instructional technology, include the elements of incorporation of distant learning as applied in today (Iskander, 2008). This is the latest and most significant innovation in instructional learning as applied in learning. It involves the utilization of the internet service to facilitate learning to people who are physically from the institution of administering the lesson. This development continues to facilitate and revolutionize the learning process. In the course of planning my lesson plans, I will incorporate the application of the components of instructional technology significantly, including the use of Web in facilitating learning for the students. I will seek to establish online content using the components to facilitate learning for the students, as they will be in position to access content from my lessons easily.
Emerging issues from the expansion learning
In the course of the discussion of the components in instructional technologies, the term” interactions” as applied in the learning process emerged. The activity incorporates three types of interactions, that is learner to content, learner to instructor and learner-to-learner (Iskander, 2008). Therefore, for further discussion, I will seek to explore the meaning of the term interaction and the application of the various types of interactions as applied in instructional technologies. The discussion will also lead to the process of how I can apply these three interactions in the acquisition of the lessons, and determine the most effective interaction.
Conclusion
Learning is a process and it incorporates application of different procedures and facilitating components. Instructional technology and educational technology work in close relation towards achieving the objectives of the lesson (Mangal & Mangal, 2009). Therefore, application of the essential components of technology in the learning process helps make learning productive and effective.
References
Iskander, M. (2008). Innovative techniques in instruction technology, e-learning, e-assessment, and education. New York, NY.: Springer.
Mangal, S. K., & Mangal, U. (2009). Essentials of educational technology. New Delhi: PHI Learning Pvt. Ltd.
Pitler, H. (2007). Using technology with classroom instruction that works. Alexandria, Va: Association for Supervision and Curriculum Development.
Smith, P. L., & Ragan, T. J. (2005). Instructional design. New York [u.a.: Wiley.
