How do the theories of Instructional Technology fit with the theories of education?
To begin I would like to develop and explain my understanding of what a theory is. A theory attempts to explain why someone or something behaves the way it does or does not. This theory becomes the idea used to predict events or if the events perform in the way predicted the theory is generally accepted. In other words if you have a theory and can prove the principles of that theory the theory may become law. Examples would be the law of gravity or law of natural selection. A theory may be generally accepted, but could also be open to revision or adaptation occurs when events occur to bring that specific theory into question.
There have been several theories about education over the years. Different theories have developed in relationship to events that occur in society or the field of a certain study. Two early theories in particular are essentialism and perennialism, in a very general sense, see education as the imparting of knowledge from the teacher to the studtnt. In these theories of education the student does not have to do much creative thinking on his or her own. The belief is that it is the responsibility of the current generation to pass on the essential knowledge of the past to the next generation. The article, "The Need for a Reconstructed Philosophy," presents the idea that these theories support the need for cultural conservation. These two theories of education worked well when the purpose of education was to train a work force for the industrial age. The theories come into question when considering modern discoveries and achievements. The article also points out the concern that a return to the theory of perennialism would be detrimental if not put an end to democracy.
The theory of progressivism is based on the belief that experience is the key to learning. Experience and discovery are the best ways to learn. The student takes a more active role in learning. Experience is the best way to learn. The student takes a more active role in learning. The studies done in cognitive theory support and develop this theory. The theory of reconstructionism grow out of the belief that "extraordinary change demands sharper critques and longer range proposals than are required under more normal cultural conditions." (Brameld) The belief that our world is changing and we need to look ahead and not rely on all things that we have used in the past. Many ideas from the previous are used in reconstructionism, a fairly new theory, but the the theory seems to be more dynamic and is seen more as an in process model that being considered law at this time.
Instructional Technology as a field of study began in the early 1900's. It began with the use of educational films in the classrooms to aid the teacher in instruction. This fits with the essentialism and perennialism theories as the teacher being the imparter of wisdom and the student being the receiver. The first formal definition of IT came about in 1963 and stated that "audiovisual communication is that branch of educational theory and practice concerned primarily with the design and use of messages which control the learning process." (DAVI, 1963) I notice the words "control the learning process," which supports the theory of teacher as presenter of information.
The definition within the field continued to change over the years as theories of education, cognitive theory, and communication theory developed. In 1970 the Commission on Instructional Technology developed a definition that included the systems theory, cognitive and communication theories being developed. The Instructional Technology field no longer defined itself as being supplemental to the teacher, but more as a "systematic way of designing, carrying out, and evaluating the total process of learning." (CIT,1970) This definition was based on some of the beliefs of progressivism. Specifically, the belief of open-mindness and tolerance.
I find it quite fascinating to think about these theories and definitions as being in the state of change. As a classroom teacher caught up in the day to day responsibilities I have forgotten the big picture. In other words the why of what I do. Why do I instruct the way I do? Why does the district have certain benchmarks that they have determined need to be achieved at a certain grade level? Are they the right ones? I feel the need to question these ideas and beliefs to be more confident in what I do.
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