SARJANA MUDA PENGAJARAN (PENDIDIKAN RENDAH)

DENGAN KEPUJIAN

SEMESTER 4 / TAHUN 2018

HBEF 3103

PRINCIPLES OF INSTRUCTIONAL TECHNOLOGY

NO. MATRIKULASI : 830608085624002

NO. KAD PENGNEALAN : 830608085624

NO. TELEFON : 0162688086

E-MEL : sumathy.mannan@yahoo.com

PUSAT PEMBELAJARAN : PERAK LEARNING

CENTRE IPOH
 CONTENT

No Topics Pages

1.0 Introduction to Instructional Technology 1-2

2.0 Instructional Technology as An Enabler of Effective Teaching 2-3

and Learning

3.0 Role of Instructional Technology Focusing on The Use of ICT 3-5

4.0 Relationship Between Instructional Technology and Guiding 6-7

Principles of Learning Emphasizing on Pedagogy

5.0 Linkage Between Practice and Theory 7-8

6.0 Conclusion 9

7.0 References 10
1.0 Introduction to Instructional Technology

The term instructional technology often exchanges with educational technology

terms, but instructional technology further emphasizes on the scientific and systematic
approach to the completion of instructional issues, and educational technology focuses on
the use and utilization of art and technology to support learning. Instructional or learning
technology is a complex and integrated process involving human beings, procedures,
ideas, tools, and organizations, to analyses problems and design, implement, assess, and
manage the problem-solving effort in a purposeful and controlled learning situation. The
concept of learning technology encompasses problem solving where learning is a matter of
purpose and control. Commission on Instruction Technology (CIT) 1970, Instructional
Technology and Learning is a systematic attempt to design, implement, and evaluate the
whole process of learning for a specific purpose, and based on research about the process
of learning and communication on human using a combination of human resources and
human order learning can be effective.

The concept of Instructional Technology is "a part of educational technology with the
assumption that as a result of the concept of instructional as part of education is complex
and integrated, involving people, procedures, ideas, tools, and organizations to analyse and
process problems, then implement, evaluate and manage troubleshooting in a situation
where the learning process is directed and monitored ".

Instructional technology is limited to a controlled and purposeful learning situation.

Thus, the cultivation of instructional technology is not for all aspects of learning as well as
on educational technology. In fact, instructional technology is formulated as a complex
and integrated process that includes human, procedural, tool ideas, and organizations to
analyses problems and design, implement, assess, and manage problem-solving businesses
in a purposeful and controlled learning situation.

A learning and controlling learning situation here means a lot to do with

instructional activities, the goal of exploring goals with all the components they need.
Messages, people, materials, tools, techniques, and environment as instructional
components are areas that work for instructional purposes. These components, in part or in
whole, are optimally utilized to improve the learning outcome of the target in a controlled
manner in accordance with the stated objectives. The concept of instructional technology
as mentioned above contains a broad sense. Inside it covers all the components that
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support it, processes towards a clear direction in line with educational goals. That way, this
understanding is a system process, an instructional system specifically described or
described in the concept of developing an instructional system. It is said that the
instructional system because all the components covered in it are a mutually functional and
processed unit towards a goal.

2.0 Instructional Technology as An Enabler of Effective Teaching and Learning

Instructional technology is seen to provide an easier alternative to the delivery of

teachers both inside and outside the classroom. The use of Information and
Communication Technology (ICT) for example in the process of teaching and learning can
improve the efficiency and effectiveness of learning outcomes. An educator can prepare
early before carrying out the teaching and learning process. Information about teaching is
more accessible through the Internet and teachers can get better inputs to students. The use
of ICT tools such as PowerPoint, interactive materials, multimedia materials and animation
will certainly attract attention and effectiveness during classroom presentation. This
method can be used more easily, concise and compact with information. This is because
through ICT, students will be exposed with graphic or video presentations that are easy to
understand and interesting. The use of ICT stimulates students to study with minimal
guidance from teachers.

There are two main functions in instructional technology in the process of

achieving its goals, namely instructional management functions and instructional
development functions.

1. Instructional development functions are related to the process of analyzing

problems, including designing, implementing, and assessing problem solving.
These functions include theoretical research, design, production, selection,
evaluation, logistics, and utilization or deployment.
2. Instructional management functions are functions related to the process of directing
or coordinating (or managing). These functions include organizational management
and personnel management.

Both instructional management functions and instructional development functions

all refer to instructional system components that include messages, people, materials, tools,

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techniques, and environments, and are used to process target learning. The use of hearing
aids and materials is integrated after the curriculum is designed. This level is the traditional
level of planned media use during the curriculum is not the curriculum determination stage
or curriculum planning. Curriculum designers consider media not important. Therefore, it
is not surprising that there are teachers using media materials on a whim without
systematic planning. This decision is like setting up a school resource centre. Media
teachers are only called after the building is ready. Once the curriculum is determined, the
curriculum designer works with the instructional designer to discuss how to use the
teaching technology in the school curriculum. Decisions at the curriculum planning stage
take into account the importance of teaching technology. TP is considered as equally
important as the curriculum.

3.0 Role of Instructional Technology Focusing on The Use of ICT

The term technology is often associated with modern technology tools, especially
electronic devices such as televisions, video tape recorders, laser disk games, compact
gaming players, cassette recorders, LCD projectors and transparent projections. Sometimes
technology means development and modernization and usually an advanced and growing
organization is due to the impact of the use of these technology tools.

Technology is not merely a tool and a machine only. It encompasses processes and
ideas. Its strength lies largely on processes and ideas, while the success of achieving a
purpose or objective lies in the tool. This means that in the planning of a lesson, early
planning involving the use of ideas is in the form of theory, approach, method and so on is
the most important process. Tools are also "catalysts" towards achieving success.
Technology is how teachers use tools to meet a need. The use is not seen from the
scientific point of view, but it is a task. So, if the old blackboard or chalkboard in the
classroom is beautified and used to generate understanding in learning, then technology.
But if the board is idle and has never been searched for optimizing its use. The role of
Instructional technology is divided into three functions:

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 Learning Teaching
Resource Management
Function Function

Teaching
Develepoment
Function

Figure 1: Role of Instructional Technology

3.1 Teaching Management Function

Management functions aim to coordinate and control the functions of the

development of resources of learning resources and other functions so that the teaching
technology can travel effectively. This function includes organizational and staff
management. Organizational management is to administer the project by identifying the
needs of the organization, defining goals and objectives. Furthermore, managing the
expenses, purchases and matters relating to administrative procedures for internal and
external relations of the organization.

Staff management is involved with matters related to hiring, supervision and

evaluation of employees. The main purpose of staff management is to establish good
relationships and improve the effectiveness of communication between employers. Based
on the above explanation it is undeniable that technologically instructional exercises are
implemented in an integrated manner where human efforts, procedures and ideals achieve
a specific objective of being integrated. To solve the problem, all functions need to move
systematically and integrated.

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3.2 Teaching Development Functions

This domain function is to analyses learning problems and design, implement and
evaluate solutions to these problems. It involves a processor containing several stages. The
first stage is to conceptualize the theoretical model to solve the problems encountered.
Therefore, research is conducted to obtain information about pupils, teaching and learning,
learning resources and so on. Here theories and models are produced and tested. Having
identified the appropriate theories and models, then the next task is the formulation of the
lessons in parallel with the theory. Strictly speaking, the theory has now become a
specification that will be the basis for the teaching of teaching. Start with an analysis of
pupils, write objectives, choose teaching strategies, select teaching media and also define
the media specifications.

From this specification, publishing of instructional media is implemented, scripts

written, graphics and images are generated. Additionally, computer-based teaching
programs and gadget operators were also held. Is this all done? No. That's just a few
examples. In the aspect of production or publishing, all sorts of teaching can be produced
as long as there is a specification. The resulting instructional media cannot be used
continuously. It should be assessed first to give you the impression you deserve.

The most important aspect of the assessment process is its ability to meet the
objective requirements. In addition, qualitative reviews were also conducted. Of the
assessments made, proposals will be made whether the results of this publication are
accepted, rejected or received with improvements. Having confirmed its effectiveness,
then the media is ready to use. At this level of use, students are assisted in selecting
learning resources (instructional media of them) in accordance with their learning and
assisting them using the selected resources. Pupil's progress is monitored during the course
of this learning activity.

3.3 Learning Resource Function

To ensure that learning resources are always available, logistics or grouping should be
provided. This is where the source of cognitive learning is held and distributed. Finally, to
ensure the development of educational technology can be followed, the dissemination
stage ensures that information about technology is collected and disseminated, through the
provision of advisory services, training and reporting.
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4.0 Relationship Between Instructional Technology and Guiding Principles of

Learning Emphasizing on Pedagogy

According to Kang (2015) that learning technology is based on principles derived

from psychology theory, especially the theory of learning and research results in learning
activities. The learning process is an important part of implementing the curriculum
including the principles of learning itself. Effective and efficient learning depends on the
learning technology emphasized in the classroom. Therefore, a teacher must know the best
way to facilitate effective learning to achieve the desired teaching and learning objectives
through the appropriate pedagogical selection in the classroom.

One of the principles of learning is the principle of motivation and attention.

Teachers as facilitators in the classroom play an important role in the teaching and learning
process. Teachers should prepare students before the lesson. The use of instructional
technology emphasizes the design and strategy used during the teaching and learning
process. During the teaching process, teachers should ensure that student attention is
emphasized as it is important in promoting learning activities. According to Anon (2014),
motivation has to do with the interests of students so they have a high interest in certain
subjects and can increase their motivation to learn. The use of technology in the classroom
certainly attracts students to learn as they motivate students to follow the teacher's
teaching. For example, the use of video clips at the beginning of the induction set will
build the instinct and curiosity of the students on the next course of instruction.

In addition, the second principle is active. Learning is an active process performed

by someone to change behavior and thinking to be better. Application of instructional
technology should be used in teaching by looking at strategies and methods appropriate to
the selection of planned titles and activities. The ongoing teaching should be active and
have two-way communication between teacher with students and students with students.
Teaching strategies used by teachers should be student-center or center on materials so
learning is not bored because of one-way communication only. Teachers should be more
creative in designing activities that can generate student thinking and provide opportunities
for all students to follow learning. Examples of group discussion activities are related to
the title "Impact on Human Impact". This activity will involve all students and certainly

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two-way communication will take place as partnerships, discussions and opinions differ
from all members of the group.

The next principle is direct involvement. This principle clearly emphasizes the
student experience directly involved in the activities carried out in the process of teaching
and learning. According to Anon (2014), each individual must be directly involved in
feeling or experiencing it. In order to provide a fresh experience to students, the activities
that teachers undertake should involve all students. Instructional technology emphasizes
good classroom management by teachers. For example, in group activity composing words
into sentences, everyone in the group should give their views and opinions about the order
of the word. The number of group members should be emphasized by teachers. An
overwhelming amount in a group will create a silent student and not engage in any group
activity.

5.0 Relationship Between Practice and Theory

According to Seels and Richey (1994), instructional technology is divided into

five domains namely design, development, use, management and evaluation. Teaching and
learning of teachers in the classroom should practice instructional technology to facilitate
teachers and students to implement effective teaching and learning processes. The use of
ICT is definitely an option for educators to communicate knowledge to students. Design
domain is a process for defining instructional system components, features and
requirements for learning processes. There are four areas in the design domain that are
instructional system designs, message designs, instructional strategies and student
characteristics. The second field in the design domain is a message design that involves
planning to determine the most effective ways and format of media to deliver messages to
students. The message or lesson the teacher wishes to teach in the classroom should be
planned so that the teaching and learning process goes smoothly. Teachers should choose
the easiest and most effective way for students.

The third area in the design domain is the design of instructional strategies that
involves the process of selecting and organizing learning activities in a lesson unit such as
sequence, content, learning domain, method and media that are best suited to reinforce the
learning process. For example, in a teaching and learning process, the teacher will begin

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with an induction set, followed by the teaching steps and finally the closing. In the
induction set, the teacher shows the video clip. The second domain in instructional
technology is an expansion domain or a construction domain that involves the process of
translating design specifications to produce instructional materials. Instructional materials
consist of printed materials, sight and hearing materials, computer-based materials and
multimedia materials. This domain emphasizes the construction of materials to develop
potential and knowledge of students. Next, the third domain of instructional technology is
the usability domain. This domain is the use of instructional methods and models, media
materials and tools and the environment in the teaching process to improve the learning
environment.

The next domain, in instructional technology is a rating domain. Assessment

domain is a process for determining the suitability and effectiveness of teaching and
learning processes or educational programs that have been conducted. Examples include
student achievement assessment, media appraisal, design evaluation and construction of
instructional materials and evaluation of educational programs or media projects.

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6.0 Conclusion

The development of new education in ICT knowledge requires a shift the role of
education and the teaching profession. Developing countries need more many teachers
who have specialized in information communication (ICT) fields. Teacher education
training also requires a paradigm shift to produce teachers who are competent and able to
educate and develop society and country. Abdul Rahim (2005) states that globalization that
widens the concept of a borderless world presents a challenge to teachers how to plan
teaching and learning as well as the world education can be developed from a global
perspective involving adjustments curriculum, learning scheduling, information
exploration via ICT of escort and supervision, and the effective role of teachers in
advancing the education world. National development in the 21st century was devoted to
ICT development involving the development of information technology infrastructure and
the Multimedia Super Corridor. This policy will place Malaysia as a developing country
with the most sophisticated ICT capabilities and a catalyst for the development of
electronic, economic, social and educational media.

The effectiveness of teaching and learning based on information technology and

Communication (ICT) refers to the ability of teachers to integrate pedagogy, psychology
and technology in their teaching and the ability of students to access and learn from the
materials provided. However, if the ICT infrastructure is incomplete and not efficient,
teachers and students undergo good teaching and learning and implementation of ICT in
teaching and learning will fail. Thus, the infrastructure and facilities at schools should be
monitored to enable the use of computers widely among teachers. There is still plenty of
free space that can be filled and used to improve teaching and learning by using computers
especially in the era of globalization where knowledge is available only at the tip of the
finger. The knowledge and skills of computer use are an important factor in the formation
of positive attitudes towards computers that are still lacking among teachers. Efforts to
improve knowledge among educators are extended through effective courses and training
to be recommended.

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