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The influences on education and training will continue to change over time. The Potential of Instructional Technology a review.
The Potential of Instructional Technology A review
Instructional technology has the potential to change along with those influences.
An increasing reliance on technology in the classroom and the workplace have increased the need for teachers and corporate trainers to deal with the challenges.
Furthermore, the following discussion confirms that potential instructional technology is changing the way we access material through the internet, using mobility devices, tools of language, transforming print to digital, and reducing institutional overheads.
One potential of the instructional technology is highlighted by the use of tablets, Wi-Fi to access the internet.
For example, Montrieux, Vanderlinde, Schellens, De Marez, found in 2015, a “changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer.”
Concluding results “indicate that policymakers should consider introducing technical and pedagogical support in order to facilitate both teachers’ and students’ understanding of the full potential of this kind of technology in education.”
Another potential of the instructional technology is presented in mobility, instant feedback, apps and augmented reality tools.
For example, Squires in 2014 examined “the potential and effectiveness of M-learning in the field of Education and Learning domains.”
Furthermore, in conclusion “show that m-learning is transforming the way of learners’ access.
Disseminate learning content through mobility.
Ease of access and ability to provide instantaneous feedback.
In addition, the tacit link to other innovative forms of technology such as mobile applications and augmented reality tools.”
Other potential areas of instructional technology transforming, tools for language, and crafts in Turkey.
For example, Kuure, Molin-Juustila, and Keisanen found in 2015, “development may change the affordances for language learning, at the same time transforming the teachers’ professional roles and practices.”
Concluding that their “study provides tools for language teacher educators to make these activity systems visible and, thus, the target for change.”
Another example included craft work in Turkey.
Osman, Sahari, Zin, and Nor in Turkey, in 2012 examined “the potential in transforming traditional craft learning into a more flexible environment.”
Furthermore, adding “development of an interactive multimedia courseware package for teaching and learning traditional craft” and “considered acceptable for effectiveness study and help for further improvement of the E-craft courseware.”
Furthermore, another potential of the instructional technology is demonstrated by transforming from print to digital, and increasing efficiency and reducing overheads. For example, Sofkova Hashemi, and Cederlund found in 2017 that “education is in the process of transforming traditional print-based instruction into digital formats.”
Concluding “in addition to the necessary heavy investments in digital technology in schools there is a need to provide room for action for the teachers and address issues of purpose, pedagogy, and organization around technology.”
Furthermore, When efficiency and cost differences are at play, a university or business can reduce overheads.
Moreover, Trout and Vela, in 2016, found “in 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs.”
Today’s classroom or workplace learning centers will only continue to increase their reliance on instructional technology.
Furthermore, this research was a simple snapshot of the transforming of education and training into the twenty-first century.
Technology devices, mobility, Wi-Fi access to the internet, language use, print to digital and reducing costs are all drivers.
However, further research is needed to explore more categories influencing the potential of instructional technology will develop education and training programs to address these challenges for tomorrow’s workforce.
Kuure, L., Molin-Juustila, T., Keisanen, T., Riekki, M., Iivari, N., & Kinnula, M. (2016). Switching perspectives: From a language teacher to a designer of language learning with new technologies. Computer Assisted Language Learning, 29(5), 925-941.
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PLoS ONE, 10(12), 1-17. doi:10.1371/journal.pone.0144008
Osman, S., Sahari, N., & Zin, N. A. M. (2012). Development of interactive multimedia courseware (e-CRAFT) for craft education. Turkish Online Journal of Distance Education, 13(4), 36-54.
Sofkova Hashemi, S., & Cederlund, K. (2017). Making room for the transformation of literacy instruction in the digital classroom. Journal of Early Childhood Literacy, 17(2), 221.
SQUIRES, D. R. (2014). M-learning: Implications in learning domain specificities, adaptive learning, feedback, augmented reality, and the future of online learning. Journal of Educational Technology, 11(3), 1.
Trout, J., & Vela, E. (2016). Enhancing instruction and reducing costs: Chico state university’s approach to course redesign. Kinesiology Review, 5(4), 276-288.
