Trends and Innovations in Instructional (and Learning) Technology
The technologies for education are simply the tools used to support teaching and learning. A century ago the tools were primarily chalkboards and books, and they have brought nearly universal literacy across the world. But today when we hear the term “technology,” we think of newer digital technologies like computers and the internet. Books and print were technologies used not only in schools, but in all parts of society from the home to business, from medicine to military. Similarly we can expect that emerging trends and innovations in educational technologies will not be limited to schools or even focused in them. They will be part of the rapid change expected across our economic and social culture. Instructional technologies today nearly all focus on computerized devices or services, and they, like books before them, are used across our society. Often schools are the last institutions to adopt them!
“Instructional” and “Technology” — both empowering learning
How do most teachers and technologists think about Instructional or Learning Technology? They think of a PRODUCT that is used in real classrooms, usually a “commercial” product that is advertised and marketed, and that is is licensed by the school. But that product may be too expensive for your school, or your school selected a competitor’s product. After a few years of success, the company may drop the product or even go out of business (the lifespan of educational technology companies is VERY short). The company will make claims of learning gains that are rarely realized. They may reference research studies that often have three fatal flaws: 1) the company funded the research (a little bias, you think?). 2) The research finds short-term gains but avoids looking for long-term learning. 3) The research compares classes using the product vs. classes not using the product (comparing the new and different with the old and boring). And the fundamental flaw in this research is that it is backward looking. It does not suggest how instructional technology may continue or expand student learning.
The “Instructional” Component