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After the opening of of this school museum there were others that were opened as well. This can be considered the precursor for the modern day media center.
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Motion picture projectors were becoming a popular media device in schools.
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3 national professional organizations for visual instruction merge to become the Department of Visual Instruction.
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During WWII psychologists and educators are used to research and develop training for the U.S. military. Some of the people included in this project were Robert Gagne, Leslie Briggs, and John Flanagan. All had experience in research and based the training on instruction, learning, and human behavior.
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This organization produced 457 training films. It was reported that the use of these films helped to cut down training time and did not have any type of negative effect on the training.
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More people are beginning to want to use television as a means of instruction. This movement is supported by the fact that the Federal Communications Commission creates 242 channels specifically for educational purposes.
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Benjamin Bloom and his colleagues write "Taxonomy of Educational Objectives" which states that there are different types of learners and learning outcomes.
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With the launch of this satellite, the United States begins to increase spending on math and science education.
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Skinner's behaviorism contributes to early objectives within education and learning. His theory also influenced how feedback was given to students.
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Robert Mager writes his book "Preparing Objectives for Programmed Instruction". In this book Mager states that educators need to be taught how to write objectives.
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One of the early definitions of the field. At this point, many professionals began saying that instructional technology should not be just equated with instructional media, but rather seen as a process for learning.
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In his book Gagne' says that there are five different types of learning skills, which all need to be addressed in a different way.
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Colleges across the county create instructional improvement centers on their campuses. These centers are designed to help faculty use media in the instructional design process.
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During the 1970s this view became more accepted as research was done about the way that environment impacts the learner.
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The definition that was put forward at this time both acknowledged the tie of instructional technology and media, but also began connecting the field with research.
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In 1977 the AECT adopts a new definition of the field of Instructional Technology. This definition is more detailed than previous ones as it is sixteen statements and more than 120 pages long.
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Computers are beginning to become more commonplace in U.S. classrooms. At this point more than 40% of elementary classrooms and 75% of secondary classrooms have computers in them.
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In 1990 the Cognition and Technology Group at Vanderbilt begins to design video adventure programs to incorporate situated learning theory in a way that will engage learners in the problem solving process.
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The early 2000s see the use of the Internet as a way to present information to learners increase. With this it becomes apparent that instructional design professionals are going to be an important part of this process.
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In the early 2000s the "Pebble-in-the-Pond" and "Ten Steps to Complex Learning" approaches gain popularity within Instructional Design. These approaches look at the whole task and aim for learners to use problem solving skills with direct instruction.
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Constructivism theory of learning has gained popularity in recent years. This theory places more emphasis on the teacher being a facilitator of education rather than the central source of education. With technology that has been created this idea has been able to be put into practice more.
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The latest definition created by AECT makes it clear that the instructional designs created in the field are there in order to facilitate learning.
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By 2008, more than 4.6 million students are taking higher education classes online.
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Within a 10 year span classrooms with access to the Internet go from 64% to 93%.
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A survey showed that more than 50% of college faculty are using social media for instruction.