Philosophy of Instructional Technology

Florence Williams
University of Alabama
PhD Instructional Technology Program

Figure it out for yourself my lad.

Youve got all that the greatest of men have had,
Two arms, two hands, two legs, two eyes,
And a brain to use if you would be wise.
With this equipment they all began, So start for the top and say, I Can.

This stanza is from one of my favorite poems, Equipment by Edgar A. Guest. As

this poem was written a very long time ago, these words still reign true today. We all

have what great men possess. However, now in todays society we have a great deal of

additional equipment. With this equipment, we have learned how to

communicate, live, and learn in a totally different manner from which we are used to.

This equipment is called technology. I will discuss my personal philosophy of

Instructional Technology and how I believe this new equipment can take education and

to higher heights.

Instructional technology is defined as the study and ethical theory and practice

of facilitating learning and improving performance by creating, using, and managing

appropriate technological processes and resources instructional technology is the

integration of technology into our classrooms. To take the definition further, it is the

adaptation of technology and its resources into the pedagogy and theory of the

educational process. I believe Instructional Technology can ensure the success of the
21st century learner by 1) guaranteeing inclusion in the classroom and 2) creating an

atmosphere self-paced learning.

We live in a society now where most of our school aged students have used

technology since they were toddlers. Therefore, it is important to keep in mind

technology can be used as the great equalizer. Inclusion is very important in all

classrooms. Students, regardless of exceptionality, disability, or need can generate the

same result or outcome when instructional technology is used. The best way to

differentiate instruction is by switching up the delivery, through technology.

Accommodations, parallel instruction, and adaptations are easily distributed and the

outcomes are visible.

In the book, Brain-Based Teaching in the Digital Age, Marilee Sprenger (2010),

explains that in our efforts to offer digital choices to our students, we can categorize

and match some of those choices according to learning style. For the visual learner,

videos, Web sites, text messaging, and movies on an iPod may be interesting. The

auditory learner may like group work around the computer, music on an iPod, and

audio conferencing via the Internet. Kinesthetic learners may be attracted to Internet

searches, using an iPod or iPhone, and anything with buttons to push or things to

touch (p.80).

Around the nation teachers are using technology to create exciting and creative

learning environments where students teach and learn from each other, solve problems,
and collaborate on projects that put learning in a real-world context (GLEF Blast

Newsletter, 2001, p. 1). The use of technology is school allows teachers to create a

setting where students can be self-directed and self- paced.

According to Earle (2002), Technology offers opportunities for learner-control,

increased motivation, connections to the real world, and data-driven assessments tied to

content standards that, when implemented systematically, enhance student

achievement as measured in a variety of ways, including but not limited to

standardized achievement tests. (p. iii) Students the opportunity to work at their own

pace. Online learning affords students to work slower or work ahead if the time

settings are set in advanced. Being self-directed keeps the student engaged and the

student is in charge of their learning. The use of technology prepares students for jobs

of the future. It promotes good work ethic and confidence in their work.

In conclusion, my philosophy of instructional technology has constructivism at

its core. The teacher facilitates learning and the student uses the lessons to generate

skills in real life decision-making skills, problem and project based learning and

collaborative learning. The equipment that each child is born with is only magnified

with instructional technology. This creates abundant opportunity for all students to

succeed.
 References

GLEF Blast Newsletter. (2001, August 2). San Francisco CA: The George Lucas
Educational Foundation.

Sprenger, M. (2010). Brain-Based Teaching in the Digital Age. Alexandria, VA: Association
for Supervision and Curriculum Development.

Earle, R. (2002). The Integration of Instructional Technology into Public Education:

Promises and Challenges. Education technology, 42. 1, Retrieved from
http://isites.harvard.edu/fs/docs/icb.topic87187.files/Earle02.pdf