-
During these two decades, the field saw a significant uptick in visual aids in education. With examples including lantern slides, pictures, and slides) the field featured an enhanced focus on presenting the material through visual aids.
-
It is widely considered that the construction of the first museums--beginning in 1905--coincided with the birth of media-based instruction.
-
Teachers began implementing the use of visual aids in instruction, such as lantern slides and stereographs.
-
-
Radio broadcasting and sound records are two prominent examples of technological advances that became an added component in the already established use of visual aids to form the audiovisual movement in instruction that began in the 1920's and carried through most of the 1930's.
-
After a two decade span of visual learning, the field progressed to a more enriched focus on audiovisual aids such as radio broadcasting and sound recordings to present educational material.
-
-
This introduction was influenced heavily by World War II and was designed to train civilians on entering the workforce keep the economy afloat while the U.S. was at War.
-
During World War II, the use of audiovisual devices began to see an increase, specifically in the military industry.
-
While it technically started in the 1950’s, this “movement” was more prominent in the 1960’s and 1970’s.
-
The use of television for instructional methods came into focus in the 1950's and tapered out in the circa mid-1960's. The growth of this phenomenon was buoyed by the FCCs decision in 1952 to use 242 channels for educational purposes only in addition to funding provided by the Ford Foundation.
-
The Ford Foundation shifted their focus relative to television and began donating towards public television instead of television-based instruction.
-
This definition was the first of its kind to be accepted by a major organization relative to instructional technology as a process and not equating it to media.
-
-
Was groundbreaking in that it discussed the potential benefits of implementing technology in schools and education
-
Provided a more enhanced focus of the systems design and became a pathway in creating the profession in instructional design as a whole.
-
"By January 1983, computers were being used for instructional purposes in more than 40 percent of all elementary schools and more than 75% of all secondary schools in the United States," (Reiser, 2018, p. 11)
-
At this time, it was estimated that there was 1 computer per child in U.S. schools (Reiser, 2018).
-
This definition displayed the progression of the view of instructional technology. It implemented a theoretical approach which resulted in domains the field entailed: design, development, utilization, management, and evaluation (Reiser, 2018).
-
By 1995, much like it's predecessors, the use of computers was trending downward due to a reported misuse of the tools that computers offered.
-
Due to the growth in distance or online education, from 2002-2011 the use of computers (for online instruction) saw it's increase more than triple.
-
The latest definition signals the beginning of a more theoretical rhetoric in defining instructional technology in addition to alter the approach of educators with respect to facilitating the learning of students rather than controlling learning.
-
By 2015, 64% of higher education students reported using their mobile devices in their coursework.
-
The use of social media platforms such as YouTube, Twitter, various blogs, etc. has become more accepted and used more frequently in the ITD field
-
Reviser and Dempsey look to refine the definition of educational technology by placing focus on improving human performance in the world place by implementing instruction and noninstructional methods.