Instructional Technology: Foundations

Instructional Technology: Foundations

Instructional Technology: Foundations

Instructional Technology: Foundations

Excerpt

Several kinds of events must contribute to the confluence that defines a field of scholarly interest and effort. When such a field is not old enough to be counted as a traditional discipline, the influence of certain trends can be identified and observed as they converge, while other influences remain indirect and less clearly perceivable. Instructional technology is a field of this nontraditional sort. Broadly speaking, two sets of events have contributed to its development. One set comprises the continuing and remarkable growth of new things, processes, and ideas that constitute what we mean by technology. A second and equally essential factor has been the influence of a growing number of people of sound intellect with an analytical cast of mind, a dedication to the promise of human learning, and a vision of how to promote the spread of human knowledge. Clearly, this vision is one of bringing to bear on human beings the most sophisticated set of procedures and machines that can be designed for making learning readily available to all people, and in assuring its effectiveness in developing the capabilities that are learning's results.

The people who acquired this vision and led others to it in this century were often initially intrigued by the potentialities of hardware devices such as the stereopticon, the slide projector, the motion-picture camera and projector. Since learning always involves stimulation of the learner, it was apparent that these devices made possible stimulation for learning that was both deliberately designed and replicable. Consideration of these features raised questions for the intellectually curious. Could the stimulation required for particular learning objectives be designed and recorded on film, so as to be . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.