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The 1994 Definition of the Field
Instructional Technology is the theory and practice of design, development, utilization management and evaluation of processes and resources for learning.
For at least forty years the field of Instructional Technology periodically has pursued processes of collective self-examination, resulting in statements which describe it self professionally. In 1963 such efforts produced the first formal definition of the field. This definition has been updated a number of times, with each change providing new directions for the field. Since the last formal definition seventeen years ago, dramatic changes in the profession and in technology have occurred. Consequently, this process of reexamination has once again evolved. The result of this collective analysis is the 1994 definition of the field shown above. This book will explore the dimensions of the new definition and its implications for both theory and practice. First, Chapter One will introduce the new definition by discussing the assumptions on which it was based and the implications of its terminology.