Instructional Communication Technology (BEd secondary)

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Instructional Communication Technology by Hina Jalal
Instructional Communication Technology EDUC2112 (2+0)
Outline:
1. Concept of Instructional Communication Technology
2. Role of Instructional Communication Technology in learning
3. Instructional technology and audio-visual aids
1-Concept of Instructional Communication Technology
Important Definitions:
A. Instruction
Instruction is defined as "the purposeful direction of the learning process" and is one of the major teacher class
activities (along with planning and management). Professional educators have developed a variety of models of
instruction, each designed to produce classroom learning. Gagne Briggs and wager (1992) defined instruction
as it is “a deliberately arranged set of external events designed to support internal learning process”.
B. Communication
Communication” in this context requires a relation between two or more persons involving the transfer of
information (messages, ideas, knowledge, strategies, etc.). Communication is an integral part of human
existence. It is the process and transferring information form a Sender to a Receiver with the use of a medium
in which the communication information is understood by both sender and receiver.
C. Technology
The word technology has been taken from the Greek word “technikoes” which means an art, and which is
related with skill and dexterity. According to Paul Saettlesr “The world technology does not necessarily imply
the use of machine as many seem to think but refers to any practical art using scientific knowledge”
D. Learning
Learning is taken as positive and permanent changes in behaviour, information, knowledge, understanding,
attitudes, skills, or capabilities. It is the process of acquiring new, or modifying existing, knowledge, behaviours,
skills, values, or preferences.
E. Instructional communication
Like other contexts of communication, often utilizes technology. Teaching and learning now incorporate a wide
variety of technologies, ranging from supplementing traditional lectures to holding classes online with students
across the world. This course marries traditional areas of concern for instructional communication with
emerging technologies to explore the landscape of teaching and learning. Through readings, technology
demonstrations, and discussion, the class will examine ethical, technological, professional, and scholarly
questions.

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F. Communication Technology
Technology is the science of the application of knowledge to practical purposes. Communication Technology
is the electronic systems used for communication between individuals or groups. Systems such as telephone,
telex, Fax, radio, T.V. and Video are included, as well as more recent computer-based technologies, including
electronic data interchange and e-mail.
G. Instructional technology
According to Association for educational communications and Technology (1994) instructional
technology is the theory and practice of design, development, utilization, management and evaluation
of processes and resources for learning.
Instructional technology
It is the branch of education concerned with the scientific study of instructional design and development. The
main purpose of instructional designers is to create engaging, effective learning experiences. Quite often edu-
cational technology and instructional technology are regarded as synonyms. The best-known instructional
method is a lecture or traditional classroom on learning. According to Seels & Richey, 1994, “Instructional
technology is the theory and practice of design, development, utilization, management and evaluation of pro-
cesses and resources for learning” (p.9).
Instructional technology involves in:
• The process of designing instruction including all the phases of activity from need assessment to
evaluation.
• The application of learning theories to instructional designs.
• The selection of materials and tools to design and implement a design.
• The evaluation of designs.

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• Assessing human characteristics.
• Managing change and adoptive innovation.
• Integrating instructions with other factors that influence human behavior.
• The effective use of team work
• The use of technology in support of the development and delivery of instruction.
The Nomenclature of instructional technology
➢ Over the years, various terms have been used to describe the technology used in the classroom; indeed, with
each of the terms there was a body of professionals and often formal associations that came together to
support the advancement of that form of technology.
➢ In the early 1920s, one finds terms like ‘visual education’, ‘graphic education’ and ‘audio education’—and
with each, supporting professional associations such as the Virtual Instruction Association of America.
➢ In the later 1930s and in particular the 1940s onwards, one finds the term ‘audiovisual’ or ‘A/V education’
being used. One notes ‘A/V centres’ being set up by education authorities throughout the developed world
to support the use of this technology in schools.
➢ In the 1950s and in particular the 1960s, with the growing interest in the media and the societal belief in the
power of science, one saw in addition to the term ‘A/V’ nomenclature like ‘media education’, ‘mass media
education’, ‘mass communication’ and ‘educational technology’ being used to describe all or some portion
of the instructional technology.
➢ Early 1980s ‘computer education’ became the ‘in’ term, and with it came the emergence of the computer
education associations. Once again, the name reflected the nature of the use of the technology and indeed the
focus on the use of computers as discrete tools. The 1970s and 1980s also saw a significant growth in media
studies as a subject taught in schools, the study and creation of films, videos and radio, and the emergence
of teacher mass media associations.
➢ With the development in the of the multimedia tools, and more significantly with the emergence of the In-
ternet, one saw the term ‘computer education’ being superseded by the terms ‘information technology’ (IT)
and ‘information and communications technology’ (ICT). At the same time, the school librarians began shift-
ing away from book-related terms like ‘the library’ (from the Latin librarius meaning ‘book’) and began to
provide ‘information services’ and ‘knowledge management’, while advocating the development of ‘infor-
mation literacy’.
➢ In the 2000s, with the societal shift to all manner of digital technology, and the pathfinding schools’ use of
an extensive suite of digital technologies, one sensed the term ‘ICT’ was struggling and that another term
associated with the digital element was needed.
Nature of Instructional Technology
• It‘s basis is science
• It studies the effect of science and technology upon education.
• It is a continuous, progressive & effect producing method.
• It develops new concepts like programmed learning, microteaching, Simulated teaching, video tape,
projector and computer etc.

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• It cannot solve every problem of education. It can be used successfully in teaching and instructional
system only.
• It cannot replace the teacher
Difference between educational technology and instructional technology
The terms educational technology and instructional technology may seem compatible, but they have important
subtle differences. Educational technology embraces all areas of technology in any fields of education.
Instructional technology covers a narrow field dealing with all types of teaching and learning. Instructional
technology is defined as the theory and practice of design and evaluation processes for learning. Instructional
technology primarily goal is to enhance the teaching and learning process. Educational technology primarily
goal technological literacy for everyone. The analysis between educational technology and instruction
technology are in fact found at the roots of their definitions. Instruction is a part of the education but instruction
unlike education is carefully mapped out in every detail.
Method of using instructional communication technology in classroom
The Addie model is an instructional design methodology used to help organize and streamline the production
of your course content. Developed in the 1970’s, ADDIE is still the most commonly used model for instructional
design. The ADDIE model relies on each stage being done in the given order but with a focus on reflection and
iteration. The model gives you a streamlined, focused approach that provides feedback for continuous
improvement. Addie is an acronym for the five stages of a development process:
Analysis,
Design,
Development,
Implementation, and
Evaluation.
Analysis
In the analysis phase, in-
structional problem is
clarified, the instructional goals and objectives are established and the learning environment and learner’s ex-
isting knowledge and skills are identified. training plan that addresses: Who, What, When, Where, Why, How?
Below are some of the questions that are addressed during the analysis phase:
* Who is the audience and their characteristics?
* Identify the new behavioural outcome?
* What types of learning constraints exist?
* What are the delivery options?

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* What are the online pedagogical considerations?
* What is the timeline for project completion?
Design
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter anal-
ysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic
means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted
for attaining the project’s goals. Specific means each element of the instructional design plan needs to be exe-
cuted with attention to details.
Development
At this stage, you can begin to create the courses. You will be heavily guided by the prototype/storyboards at
this point. Each element of the course should be developed to match the design phase. The core of the content
has already been decided. All you need to add is a level of detail and polish to the courses
Implementation
During the implementation phase, a procedure for training the facilitators and the learners is developed. The
facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing
procedures. Preparation of the learners include training them on new tools (software or hardware), student reg-
istration.
Evaluation
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each
stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-
related referenced items and providing opportunities for feedback from the users. What to focus on:
• Did we meet the goals as set out in the analysis phase?
• Take feedback and place back into the analysis phase.
• Identify other training requirements.
• Possible change in media types or approach.
2-Role of Instructional Communication Technology in learning
Instructional technology has absolutely revolutionized the entire education system. Until recently, the teachers
used to be the sole interpreter of knowledge to the learners and the textbooks the sole resource. Instructional
technology has affected the conventional roles and it has opened up the new areas of teacher functions such as
management of resources and management of learning. Today, teachers have a range of media to assist and
supplement the instructional work.

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Teachers can even specify the learning intentions, select the topic, identify the stimulus situation, determine
media, manage teaching and finally conduct evaluation and modify the instructions in the light of evaluation
results. Educational process can’t proceed systematically without the help of Instructional communication tech-
nology. Every aspect of educational system is fully enlightened with it.
1. Provided a scientific base
Instructional technology has provided a scientific base to the educational theory and practice. It has transformed
a passive classroom to an active and interactive classroom, with audio-visuals, charts and models, smart class-
rooms and e-learning room which has drastically motivated and increased the attention level of the students.
2. Modernised the teaching-learning climate
The introduction of educational technology has modernised the teaching-learning climate of the educational
institutions. The learners to be exposed to professionally designed programmes on video or computers.
3. Assistance in teaching and learning process
Instructional communication technology has helped and supplemented the teachers in their instructional pro-
grammes through the structured lessons for remedial, enrichment or drill purposes. The learners get training for
self-instruction and teachers are relieved of the burden of routine repetition for exercise and revision purposes.
4. Well-integrated structured materials
Through a systematic organisation of content and instructional materials, instructional technology has provided
well-integrated structured materials for teachers thus saving a lot of their time which in turn may be utilized for
creative work and quality improvement.
5. Professional growth and development
The training and use of instructional technology contribute towards the professional growth and development
of teachers and students. It equips them in the use of scientific methods for solving educational and administra-
tive problems. It adds to the teaching competence of teachers and inculcates a scientific outlook and scientific
temper in teachers and students.
6. Effective teaching-learning process
Instructional technology has improved the teaching-learning process and made it more effective and process
oriented. Television, Radio, V.C.R, Computers and LCD projectors etc. have enriched and facilitated effective
transmission of knowledge.

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7. Attractive ways of teaching
Instructional technology has not only maintained the standards of education but also improved the ways of
teaching by giving it Teaching Aids and Programmed Instructional Material.
4. Feedback
Mechanism of feedback devices for modification of teaching-learning behaviour have produced effective teach-
ers in the teacher-training institutes.
9. Prepared learning material and practices
Students who appear for higher or competitive examinations have been benefitted by educational programmes
on T.V, Radio and Internet.
10. Updated information
Instructional technology has opened up new fields of educational researches in the field of examination process,
evaluation and classroom-teaching.
11.Individual Differences
Instructional technology has provided practices and strategies that help teachers to teach according to individual
differences of learners.
12. Scientific attitude
Instructional technology has provided scientific foundation to education through the theories of learning and
intelligence.
13. Interactive Collaboration
The 2014 Gates Foundation report, Teachers Know Best: What Educators Want from Digital Instructional
Tools, indicates that teachers want tools “supporting student collaboration and providing interactive experi-
ences”. These types of tools are fun and engaging, and they support 21st
century skills like collaboration, com-
munication, and creativity.
13. Active Learning
Tech tools can be great for active learning in the classroom. Whether your preference is for Inquiry Based
Learning, Constructivist Learning, Experiential Learning, or one of the various other labels for or sub-categories

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of Active Learning, there are applications and resources available to enable this teaching construct in your
classroom.
14. Social Learning
Bandura’s Social Learning Theory posits that “people learn from one another, via observation, imitation, and
modelling”. Of course, the type of socialization that occurs via “social” computer tools is certainly different
than face-to-face social interaction, but it still offers opportunities for social learning. Moreover, when it comes
to blended and online learning, trying to bring social elements into the picture can truly help to fill one of the
gaps that digital learning can have when contrasted with face-to-face learning.
15. Ensure Engagement with Digital Content
As digital learning content becomes increasingly commonplace, one challenge we teachers are faced with is
how to make sure that students are engaging with content they are consuming. Unlike the traditional textbook,
digital content generally lends itself to much easier distraction.
16. Personalized learning
No two students are ever the same. Everything from the pace of learning to the difficulties encountered are
completely unique. It just doesn’t make sense to teach them all the same way. This is where personalized learn-
ing comes in as: Virtual Reality, Creative Assignments, Gamification, Social media
3-Instructional technology and audio-visual aids
Audio visual aids are anything by means of which learning process may be encouraged or carried on through
the sense of hearing or sense of sight. Audio-Visual Aids are those devices using which communications of
ideas between persons and groups in various teaching and training situations is helped. These are also termed
as multi-sensory materials. There are two classifications of AVs Projected AVs and Non-Projected AVS.
1- Projected Audio-Visual Aids

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Projected visuals have been long popular as media as well as entertainment. Projected visuals are media formats
in which pictures are enlarged and displayed on a screen which are really suitable for all use at all grade levels
and for instruction in all curriculum areas. One advantage of projected visual is that the teacher can maintain
eye contact with the students. The lighted screen is a silent shout, meaning that a shout likely to be heeded by
even the most reluctant learners. The large, bright image captures the students’ attention as no other technology
can. Years ago, equipment like overhead projectors and posters provided the common visual aids. With the
evolution of multimedia, PowerPoint slide shows and portable digital projectors for showing animated clips
have become known.
1. Overhead Projection
The first projected visual aids which come into world is OHP. The typical overhead projector is a simple device
which basically consists of a box with a large aperture or “stage” on the top surface. This device makes use of
transparency which later is called as acetate (individual sheet of transparent film) and overlays (sheets of trans-
parent film).
2. Slides
Slide is a more modern one than OHP. It refers to a small-format photographic transparency individually
mounted for one-at-time projection. The standard size of slides is 5 x 5 cm. Slides may be used at all grade
levels and for instruction in all curriculum area, such as providing a tour without walking though the area,
making a visual history, illustrating lectures, documenting students activities, showing people at work in various
jobs, simulating a field trip, promoting public understanding, etc.
3. Sound-Slides Sets
While OHP and slides are not accompanied by sounds, sound-slides sets are a combination of 2x2 inch slides
and audiotape which is versatile, easy to use and effective for both group and independent study. This sound
slide programs may be advanced in manually or automatically. In manual operation, the visual and audio com-
ponents are usually separated. The presenter needs to ensure that the visual and audio are synchronized. In
automatic operation, it uses two sound tracks – one for audible narration and for inaudible tones that activate
the advance mechanism on the slide projector.
4. Multi Image Presentation
Multi Image is the earlier form of video player. It is any visual presentation showing several images simultane-
ously, often using multiple screens. It may incorporate moving images, film or video but slides are used as

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foundation. It is heavily used in corporate communications – to impress visitors, to introduce new products, to
review the year accomplishments. In education, it is usually produced for persuasive purposes like to enlist
parent support for new programs, to heighten student’s awareness of issues, to arouse interest in new classroom
technique.
5. Filmstrip
A filmstrip is a roll of 35mm transparent film containing a series of related still pictures intended for showing
one at a time. The standard format of film strips is the single-frame filmstrip, in which the images are printed
perpendicular to the length of the film, while in 35mm slide film, the images are parallel to the length of the
film. This projector has no audio accompaniment. Narrative information is printed at the bottom of each frame
or is recorded separately. As slides can be made by the teacher and students, filmstrips are better suited to mass
production and distribution.
6. Opaque
Opaque projection is a method of enlarging and projecting nontransparent material on screen. It works by di-
recting a very strong incandescent light down onto the material. The light is reflected upward to strike a mirror,
which aims the light beam through series of lenses onto a screen. Consequently, the image on the screen is
dimmer, and more complete room darkening is required. The document camera is an electronic version of the
opaque projector. The image may be projected onto large screen within the room or it may be transmitted to
distant sites via television. This projector is useful for many small groups or classroom-size groups that need to
view printed or visual material together.
6. Computer Image Projection
Liquid crystal display (LCD) projections panels project computer images onto screen. This works as the same
as reflective OHP, minus the transparency. An LCD panel is plugged into computer and placed onto the stage
of a high-intensity overhead projector. The projector light shines through LCD panel, projecting image on a
screen.
2- Non-Projected Audio-Visual Aids
Non projected visuals are those aids which are used without any projection. So, they translate abstract ideas
into a more realistic format. They allow instruction to move from verbal representation to a more concrete level.
Heinich (1996) said that non-projected media can make instruction more realistic and engaging. Many of the
media and materials are so common that instructors are inclined to underestimate their instructional value. Ma-
terials don’t have to be exotic or expensive to be useful. In some situations, for examples isolated, rural areas;
place that lack electricity, program or school with low budget. These simpler materials may be come media that
make sense to use. Following are the main examples of non-projected media:
A. Real Objects
Real objects can be designed as a means of presenting information, raising questions and providing hands-on
learning experiences. Play a valuable role in the evaluation phase of instruction. It is appropriate for learners
who are encountering a subject about which they have had little direct experience in their daily lives. The ex-
amples of real objects:
1. Cutaway:- Devices such as machines with one side cut away to allow close observation of the inner working
2. Specimens:- It is actual plants, animals, or parts of thereof preserved for convenient inspection.
3. Exhibits:- Collections of artefact, often of a scientific or historical nature, brought together with printed infor-
mation to illustrate a point.

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B. Models
It is three-dimensional representations of a real thing. It can be larger, smaller, or the same size as the object it
represents. It can be completed or simplified in detail for instructional purposes. Models can provide learning
experiences that real things cannot provide. (E.g. important details can be accented with color.) An example of
the model is a mock-up.
C. Multimedia Kits
It is a collection of teaching/learning materials involving more than one type of medium and organized around
a single topic. This media is well-suited to content for which discovery learning. The examples: Filmstrips,
slides, audiotapes, videotapes, overhead transparencies, maps, worksheets, charts, booklets, real objects, mod-
els. The main purpose of it is to give learners a chance at first-hand learning-to touch, to observe, to experiment,
to wonder, to decide.
Advantages Limitations
Interest: Multisensory: touch and manipulate
real object.
Cooperation: Can be an ideal mechanism for
stimulating small-group project work.
Logistics: can be transported and used out-
side the classroom.
Expense: Can be more expensive, more conventional
method.
Time-consuming: When produce and maintain the
materials.
Replacement: Lost component can make the kit frus-
trating to use.
D. Printed Materials
Printed materials include textbooks, fiction, booklets, pamphlets, study guides, manuals and worksheets,
as well as word-processed documents prepared by students and teachers.
Availability
Flexibility
Portability
User friendly
Economical
Reading level
Prior knowledge
Memorization
Vocabulary
One-way presentation
Curriculum determination
Cursory appraisal
E. Free And Inexpensive Materials
It is any material that you can borrow or acquire permanently for instructional purposes without a significant
cost; usually less than a couple of dollars can be referred to as free or inexpensive. Examples: posters, games,
pamphlets, multimedia kits, real objects, internet.

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Up-to-date
In-depth treatment
Variety of uses
Students manipulation
Bias or advertising
Special interests
Limited quantities
F. Fields Trips
It is an excursion outside the classroom to study real processes, people and objects often grow out of students’
need for first hand experiences. It makes it possible for students to encounter phenomena that cannot be brought
into the classroom for observation and study.
G. The Device to Display Visual
This device can translate ideas into a more realistic format. Such as: Still pictures, drawing, charts, graphs,
posters, cartoons.
1. Still pictures; Still picture is photographic (or photograph like) representations of people, places or things.
2. Drawing; In general, it is more finished and representational than sketches. It’s readily found in textbooks and
other classroom materials.
3. Charts; Charts are usually representations of abstract relationships such as chronologies, quantities, and hier-
archies.
4. Graphs; Graph provides visual representation of numerical data.
5. Posters; Posters incorporate visual combinations of images, lines, colors and words. They are intended to
catch and hold the viewers’ attention at least long enough to communicate a brief message usually persuasive
one.
6. Cartoons; Cartoons are perhaps the most popular and familiar visual format. It is easily and quickly read and
appeals to children and adult alike. The best of them contain wisdom as well as wit. Be sure the cartoon use for
instructional purpose is within the experimental and intellectual range of the students.
H. Preserving Non projected Visuals
Mounting
Mount non projected visuals on construction paper, cardboard for durability. The color of the mounting material
should not draw attention away from the visual. It’s generally a good idea to use pastel or neutral tones rather
than brilliant or primary colour.
Laminating
Laminating protects visuals from wear and tear by covering them with a clear plastics or plastic-like surface. It
helps to protect visuals against tars, stretches, and sticky fingers. Soiled surface can be wiped clean with a damp
cloth.
Filling and storing
The nature of the filling system that use will depend on the number of non- projected visuals in. The simplest
filing system usually involves grouping the items according to the teaching units which is used.
I. Display surfaces
Chalkboards: The most common display surface in the classroom is of course, one called blackboard. It can be
used for verbal communication and draw visuals.
Multipurpose boards: It is also called whiteboards or marker boards. It can be used for more than one purpose.
It can be a projection of films, slides and OHP.

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Copy boards: A high-tech variation of the multipurpose board is the copy board or electronic whiteboard. it is
high cost and is not commonly found in school setting.
Pegboards: It is particularly useful displaying heavy objects, three-dimensional materials and visuals. It is made
of tempered Masonite with ½ inch holes drilled 1 inch apart.
Bulletin boards: It is a brief news announcement of urgent interest that is posted for public. Instructor prepared
for bulletin boards:
1) Emphatic
2) Attractive
3) Balanced
4) Unified
5) Interactive
6) Legible
7) Lettered properly
8) Relatives
9) Durable
10) Neat
Cloth boards: It is constructed of cloth stretched over a sturdy backing material such as plywood, Masonite or
heavy cardboard.
Magnetic boards: Visuals are backed with magnets and then placed on the metal surface of the boards.
Flip charts: A pad of a large paper fastened together at the top and mounted to an easel.
Exhibits: It is static displays consisting of a three –dimensional foreground and a flat background to create a
realistic scene.
Displays: It is an array of objects, visual and printed materials (labels and descriptions).
Dioramas: It is static displays consisting of a three –dimensional foreground and a flat background to create a
realistic scene.
Bibliography
Mal Lee and Arthur Winzenried (2009 The use of instructional technology in schools: lessons to
be learned, ISBN: 9780864318886 (pbk.) ACER Press
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field.
Washington DC: Association for Educational Communications and Technology.

Instructional Communication Technology (BEd secondary)

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