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History of Instructional Technology file01.03.2015 · To prepare for the future in educational...
Transcript of History of Instructional Technology file01.03.2015 · To prepare for the future in educational...
History of Instructional
TechnologyFor Students of M.Ed
By
Iftikhar Hussain Babur
Instructional Technology
Objectives:
To identify events and devices of the past thatcontributed to the technological revolution.
To examine the organizations and theirviewpoints that have shaped technology use inthe classroom today.
To prepare for the future in educationaltechnology by analyzing current trends andadvances.
Instructional Technology
“Technology is commonly thought of in
terms of gadgets, instruments, machines
and devices … most (educators) will defer
to technology as computers.”
(Muffoletto, 1994)
Instructional Technology
The history of “Educational technology …
can be traced back to the time when tribal
priests systemized bodies of knowledge,
and early cultures invented pictographs or
sign writing to record and transmit
information.”
(Paul Saettler, 1990)
Instructional Technology
In ancient Greece, the Elder Sophist used the
term “techne” to refer the process of applying
knowledge systematically to the practical art of
instruction. They formulated cognitive rules,
systematically analyzed subject matter designed
instructional technologies and devised effective
instructional materials.
Instructional Technology
During the Middle Age Advent of Scholastic
Philosophy, Pierre Abelard introduced a
technology of instruction which was really a new
method of structuring and presenting materials
that helped set the style of scholastic education.
Instructional Technology
Means different things to different people
Audiovisual aids
Process, often labeled as the systems approach
Individualized instruction
Audiovisual devices
Any piece of equipment, with associated
materials, that controls through mechanical or
electronic means, the presentation of auditory or
visual communication of instruction. For example,
overhead projector, computer, television etc.
Audiovisual devices
Started in 1600s
Johann Commenius
Proposed that we learn through our senses and,
therefore, real objects and illustrations should be
used to supplement oral and written instruction.
First illustrated textbook, Oribus Sensualium
Pictus, ( The Visible World in Pictures).
Audiovisual devices
Early 1800s, Johann Pestalozzi:
Advocated learning via the senses.
His instructional approach known as object
teaching reached the height of popularity in 1860s
in USA
In early 1900s: school museums
Motion picture projector: early audiovisual device
Audiovisual devices
World War II:
Film projectors, slide projectors and overhead
projectors
1950s: tremendous interest in television
Arthur A. Lumsdaine (1964): IT in two senses:
Use of equipment for presenting instructional material
Application of scientific principles, to improve
instruction.
Systems Approach
“It is a self-correcting, logical process for theplanning, development, and implementation ofinstruction.
It provides a procedural framework in which thepurpose of the system is first specified and thenanalyzed in order to find the best way to achieve it.
On the basis of this analysis, the components that aremost suitable to the successful performance of thesystem can be selected.
Finally, continuous evaluation of the system providesa planned change in improving economy andperformance.” (Banathy:1968)
Systems Approach
No single systems approach model (Dick and Carry:1985)
Empirical approach
Johann Herbart (mid 1800s), a German educator:
scientific method should be used to guide instructional
practice
After World War II: birth of programmed instruction in the
mid 1950s proved to be the next major factor in the
development of the systems approach concept.
Refinement of task analysis procedures during the 1950s
was another major factor in the development of systems
approach concept.
Systems Approach
Task analysis is the process of identifying the tasks and
subtasks that must be successfully performed in order to
execute properly some function or job.
(Tyler,1934): father of behavioural objectives movement.
1950s: Benjamin Bloom and his colleagues published
Taxonomy of Educational Objectives
Early 1960s Gagne indicated that instruction should be
designed so as to acquire subordinate skills before they
attempt to acquire superordinate ones.
Systems approach
Evaluation
Formative
Summative
Individualized instruction
Systems approach:
Instruction to deliver to students on individual
basis
Instruction to be imparted simultaneously to a
group of learners.
Dunn (1984):
“one of the primary tenets of the systems
approach to education is that of gearing
instruction to the individual student.”
Individualized Instruction
Instruction that is geared to meet the needs of the
individual student may be labeled as individualized
instruction.
Key areas: individual pace, instructional method,
media and materials for each learner in the light of
individual characteristics, objectives each learner
want to pursue.
Individualized Instruction
Until the mid 1800s: the common method of
education
This system changed with the adoption of the
monitorial system of instruction.
In 1880s grouping plans were used in which
students of same class were place into different
groups based on their academic ability.
Individualized Instruction
From 1912-1919 some truly individualized instructional systems like Individual System and Dalton Plan were developed.
In 1950s, programmed instruction movement revived interest in the individualized instruction which waned during 1930s.
1960s- mid 1970s: Personalized System of Instruction, Learning for Mastery, the Audio-tutorial approach
Individualized Instruction
In late 1970s, developments in computer
technology led to increased interest in the notion
of individualized instruction by presenting it
through computer. It caused the development of
Computer Assisted Instruction.
Cone of Learning
Historical snapshot on the Growth of
Instructional Technology
1600s:use of audiovisuals took its start with the
work of Johann Comenius
Early 1800s: Johann Pestalozzi: advocated
learning via senses
Early 1900s: school museums came into existence
Motion picture projector: Early audiovisual device
1934: Tyler; behavioural objectives; father of
behavioural objectives movement
Historical snapshot on the Growth of
Instructional Technology
During World War II (1939-1945) much of the
foundation of the field of instructional technology
/ design was laid.
After World War II, the success of the war time
training model was replicated in business and
industrial training, and to a lesser extent in the
primary and secondary classroom
During the 1950s, a tremendous interest in
television
Historical snapshot on the Growth of
Instructional Technology
1950s: Benjamin bloom and his colleagues
published Taxonomy of Educational Objectives
During 1950s: refinement of task analysis
procedures was another major factor in the
development of systems approach concept.
Drawing on the research and theories of B.F.
Skinner on stimulus – response learning, training
programs focused on observable behavior.
Historical snapshot on the Growth of
Instructional Technology
Tasks were broken down into subtasks and each
subtasks treated as a separate learning goal.
Training was designed to reward correct
performance and remedy incorrect performance.
Mastery was assumed to be possible for every
learner, given enough repetition and feedback.
In 1960s, Jean Piaget studied the cognitive
development of children, identifying several
discrete phases they go through as they grow.
Historical snapshot on the Growth of
Instructional Technology
Very young children are able to process concrete,
operational information; they are incapable of
thinking abstractly, reflecting on the past, or
projecting into the future.
Older children develop these abilities overtime.
In 1970s, Seymour Papert drew on Piaget’s ideas
to create LOGO, single computer programming
language that let children control the movement
of a simulated turtle by giving it simple
commands.
Historical snapshot on the Growth of
Instructional Technology
In 1980s and 1990s, rise of constructivist theories:
knowledge is constructed by scientists / experts
and not discovered from the world.
In late 20th century, a counter point to
constructivism came with cognitive learning
theory, which provides models based on research
on how how the human brain processes and stores
information.
One branch of cognitive theory that is gaining
currency in early 21st century is Cognitive Load
Theory.