Section 1: Defining the field

Instructional Design & Technology, to me, is the study and practice of utilizing current technology to make learning more effective for both the learner and facilitator. The field is constantly evolving, as technology progresses. In the area I teach, design and engineering, we must stay current with the latest technology. Whether it be the latest design software or the newest prototyping hardware. To keep our students skilled in the current technology, and capable of learning what comes next, we must not only be aware of the current but also look ahead.

If I were to revise the Dick, Carey, and Carey model I would begin by combining the first two steps Identify Instructional Goals (characteristic #2: goal oriented) & Conduct Instructional Analysis. In my opinion, these two steps are very similar and should be performed at the same time. The third step: Analyze Learners and Contexts (characteristic #1: learner centered) and forth step: Write Performance Objectives (characteristic #3: focuses on meaningful performance) should be followed in order. While performing step five: Develop Assessment Instruments (characteristic #4: assumes outcomes can be measured in a reliable and valid way), I believe you should then also Design (not conduct) Formative Evaluation of Instruction and Design (not conduct) Summative Evaluation. Step six: Develop Instructional Strategy & step seven: Develop and Select Instructional Materials can be performed simultaneously. Following that, steps eight: Conduct Formative Evaluation of Instruction, nine: Revise Instruction (characteristic #5: is empirical, iterative, and self correcting), and ten: Conduct Summative Evaluation should be followed in order to complete the process.

This model actually reminds me of the design process that I use as a designer and also teach my students. Simply put, it is: understand the problem, develop a solution, test, & iterate.

Unfortunately, technology is often misused or under utilized in the learning environment. I teach in a one to one district, in which all secondary students receive a portable computer; laptop or tablet. This was a considerable investment financially, of physical and network resources. Unfortunately, the majority of these devices and horribly misused as makeshift entertainment devices. I believe the fault should lie on the administrators and faculty that do not teach our students the full capability of the devices they hold in their hands. All to often the technology is used only as a digital replacement for analog tasks; i.e. typing a paper.

I have a great opportunity, right now, as one of the classes I teach just began a project titled: "School of the Future". In their initial, starry eyed brainstorming, they were apt to throw technology at everything. As if technology were paint, and they were an artist flinging it everywhere. I asked them to reconsider "fixing the problem" which essentially led to convoluting it further with technology and instead to rethink the system. For most of them, this request left them dumbfounded. As products of our public school system, this didn't surprise me. However, their initial reaction to the problem is not any different than most adults, even those whose signature on a purchase order can use millions of taxpayers dollars on technology that will never see its full potential harnessed.

In looking to the future, I see technology as becoming seamlessly embedded into the learning environment. Technology as a tool will become natural, as opposed to planned. Much like a hammer is used to nail. You don't think about which tool to use, you grab the hammer and go. However, for this to happen the system must undergo a paradigm shift at the system level. We must move past traditional education system to true innovative ones. The school as we know it will shift to the role of learning environment, which will exist both virtually as well as physically.