CHAPTER1_INSTRUCTIONAL+TECH

Based on the definition of instructional technology issued by the AECT (Association for Educational Communication and Technology (1994), domain of educational technology in 1994 was a continuation of the domain in 1977. There are five domains in instructional technology now compared three previously. But that does not mean that there were many differences between the domains because domain development domain, usage domain and evaluation domain of are already included in the teaching expansion functions. Each domain has its own theory and practice, and it can function independently or interact with other domains. This interaction was not necessarily in a linear form. Interpretation of instructional technology issued by AECT in 1994: states that instructional technology is the theory and practice of designing, developing, using, managing and evaluating the processes and resources for learning. (AECT 1994) Clearly, the definition states that the theory and practice form the basis of any actions taken. Logically, a person involved with a job should have the knowledge that can support their practices. Theory means concepts, constructs, principles and proposals that contribute to the body of knowledge. While, Practice means the application of knowledge to solve problems. For example, some theories say the intent and motive for learning is closely related to the quality of learning. The five domains within the definition of instructional technology covers the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning: i. Design domain ii. Development domain iii. Use domain iv. Management domain v. Evaluation domain Design domain Design is the process to determine the instructional system components, characteristics and needs for learning. This domain covers four main areas: i. Instructional systems design ii. Message design iii. Instructional strategies iv. Pupil characteristics Instructional system design is an organized or systematic procedures for analyzing, designing, building, implementing and evaluating instructional materials, an educational unit, a course or a curriculum that would help or improve the students learning, and teachers teaching. The second area involves the design of message planning to determine the manner and media format the most effective in delivering messages to the students. The third area is instructional strategy involving the process of selecting and organizing learning activities in lesson units, content, learning domains, methods and media best suited to reinforce the learning process. The last area in the domain of design is analysis of pupil characteristics such as determining the skills, knowledge, and attitudes that affect the learning process.