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School museums were essentially libraries of supplemental media and other materials for educators. This can be considered the formal beginning of instructional media.
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During this period, there was a great interest in using films for instruction.
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Educators began using student objectives in the early 1900s. Ralph Tyler (1934) promoted the use of objectives, as did many others after him (i.e. Mager, Bloom, etc.).
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During this time period, many promoted the use of radio broadcasts, sound recordings, and spoken films in instruction.
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Pioneered by Skinner, this theory takes a stimulus-response view of learning. Behavior is important; mental processes are irrelevant.
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Psychologists used their knowledge of learning and behavior to create training materials for the military during WWII. This created the foundation for a systematic study of instruction and evaluation.
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Researchers at IBM began their study of this topic in the 1950s, although the use of computers in education did not become popular until several decades later.
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In 1952, the FCC designated 242 TV channels for educational purposes, spurring a a period of greater interest in the use of TV in instruction.
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This was a movement towards a more systematic, data-driven approach to education, based on behavioral psychology.
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Robert Glaser coined this term to refer to testing that is based on successful achievement of objectives rather than comparison to other test-takers.
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The Department of Audiovisual Instruction establishes that instructional technology is not limited to media.
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This book, by Robert Gagne, outlined five domains of instruction, nine events of instruction, and the concept of hierarchical skills.
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Michael Scriven coined these terms, which are still used today. This coincided with a general push for more effective assessment.
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Focus on the learning environment and learners' mental processes, in contrast to behaviorism.
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The Association for Educational Communications and Technology focuses on instructional technology as a systematic process.
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In the 1980s, educators started integrating personal computers into instruction. Computers are still used for this purpose today, though interest has been decreasing with the advent of new technologies.
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This theory gives a lot of attention to the learning context. Students are encouraged to learn through authentic participation in a community.
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This movement emphasizes performance (particularly in the context of the workplace) and authentic learning, rather than abstract skills.
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This theory concentrates power and autonomy in the hands of the learner; knowledge is constructed, rather than simply acquired.
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ACET publishes a book on this topic. Their definition statement reads, "Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Reiser, 2018, p. 3).
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Sweller and colleagues introduce this theory, which examines learner schemas, automation, and memory capacity. Reducing cognitive load can lead to more effective learning.
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The development of the internet has had a significant effect on education and instruction. The use of online courses and trainings has been increasing rapidly over the last 15 years.
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This theory emphasizes that learning is an iterative process of making new connections.
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Important changes include a new focus on ethics, facilitating learning, and applying knowledge.
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Recently, the use of social media sites (such as Twitter, Facebook, and YouTube) for educational purposes has been increasingly common. This promotes independent learning.
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Many students are using smartphones and tablets for educational purposes.