Instructional Technology Philosophy

Philosophy of Instructional Technology

Introduction and Definition

Instructional technology is defined as any technology used in the teaching and learning process. It can be used for many tasks and purposes. In face-to-face settings, instructional technology enhances the learning experience and differentiates for all learners. For example, gamification can be used to present instruction differently, providing motivation for learners and promoting learning. It can also be used as an extension of the classroom to allow learners to receive instruction and complete assignments outside the classroom. Instructional technology provides opportunities to diversify curricula, making information more accessible for all learners. The use of instructional technology has expanded instruction to entirely online opportunities. This allows many working professionals to complete required training or full degree programs at their convenience. As technology changes, additional opportunities for using instructional technology will emerge.

Learner Roles and Characteristics

I create courses for a diverse group of learners. They come from multiple countries, and many have a first language other than English. Their educational background varies; some have only a high school diploma, while others have an MD or PhD. They share a commonality of working in the medical field, but each brings a different level of knowledge of the subject matter and experience in the field. Ideally, learners should be active participants in the teaching and learning process. By this, I mean that they should not simply memorize and regurgitate information, but rather critically think about, interact with the subject matter, and other learners to understand the material presented. They should be willing to provide feedback to improve future teaching and learning. Collaborative learning provides opportunities for learners to do this. “Collaborative environments that encourage learners to think critically and apply knowledge and skills is a central component of social learning theories” (Polly et al., 2008, p. 156). While there are unique challenges to implementing collaborative learning in asynchronous self-paced online learning, it is a component that is essential in critically interacting with the content. Additionally, self-efficacy is an essential factor in learning. Park (2018) found, “Self-efficacy is one of the strongest factors that drive one’s motivation. When students believe they are competent to accomplish a task, they are more motivated to engage in and complete it” (p. 194). Learners confident in using technology are more likely to be successful in online courses or courses simply because of their comfort level with technology. 

Technology can support all learners by making instruction more engaging. It can help personalize education, making it relevant to learners. Instructional technology also assists in making learning accessible to all learners, including those from diverse cultural and linguistic backgrounds and learners with disabilities. Learning with technology can increase the learner's responsibility. Instead of relying on an instructor, technology can give learners more independence to work at their own pace. In online courses, for example, the learner is required to complete their assignments without the presence of an instructor. Technology can also be used to enhance an in-person course. In this case, the learner's responsibilities are like traditional learner roles.

Teacher Roles and Characteristics

A good teacher cares about their students. They are empathetic with the students and the way they will interact with the content being presented. This allows them to prioritize making connections and getting to know their students, helping make instruction relevant. They are knowledgeable about their subjects and design their instruction to meet the needs of all learners. Universal Design for Learning (UDL) is a way teachers can ensure their instruction meets the needs of all learners. “The aim of UDL, however, is to address the need for accommodations by designing lessons, curriculum, and materials that remove the barriers symbolized by the chain link fence, which all of them can see through without needing any accommodations” (Michela, E., 2020, p. 289). Becoming knowledgeable about UDL and using it in the design of instruction and classroom environment facilitates the removal of barriers to learning.

Teachers should be facilitators of the teaching and learning process. They should be able to organize the content to follow a logical sequence. They should provide activities to help learners understand the material presented. They should have a plan to evaluate what their students have learned and what they can do to improve their instruction. According to Blanton (1998), "the [instructional] goals should include learner needs and interest, reflect the concerns of society, and make every effort to ensure that goals are focused at least toward the present and, hopefully, toward the future needs of the learner” (as cited in McLeod, 2003, p. 39). While it seems evident that a teacher would focus on the student and their needs, there are times when a teacher is so enthusiastic about the subject matter that they forget to consider the needs of their students.

Role of Technology

Technology has been used for many years to support teacher roles, from using videos and projectors to entering grades. Over the last few years, specifically with the increasing use of AI, technology has been used to design courses, plan lessons, and grade papers and projects that were previously very time-consuming to grade. Additionally, technology can be used to support the diverse needs of the learners. Teachers can personalize instruction more quickly and efficiently than they were able to in the past, enabling them to reach students in new and diverse ways. With technology, the role of the teacher has shifted, but the overall goal is still the same: to meet their students where they are and design instruction relevant to their needs.

As with everything, teachers have various levels of understanding and willingness to adopt innovative technologies. Some teachers adopt these technologies quickly, while others lag. Rogers’ Diffusion of Innovation theory explains the adoption of innovations. He identified categories and characteristics of those who adopt innovations at different rates. According to Ensminger et al. (2004), “Rogers identified five adopter categories (i.e., innovators, early adopters, early majority, late majority, and laggards) that have different social and psychological characteristics” (p. 62). Understanding this helps us learn to work best with others who are more hesitant to adopt technology in their classrooms.

Ethical Use of Technology

Technology has made it possible for learners of diverse backgrounds to access material they might not be able to access without technology. For example, a hearing-impaired learner has access to spoken material with closed captioning, and a visually impaired learner has access to written material with audio. Assistive technology has opened doors for many learners. If technology is not available to all learners, it disadvantages those without it. Many learners do not have access to computers or mobile devices, and many do not have internet access to participate in online learning fully. Before using technology for instruction, plans need to be made to reach learners in these situations, such as providing mobile devices and locations with Wi-Fi.

Additionally, learners with disabilities are disadvantaged if accessibility guidelines are not followed when creating online material. It is essential to follow these guidelines for full accessibility. In addition to UDL and Culturally Responsive Teaching, the Substitution, Augmentation, Modification, and Redefinition (SAMR) Model provides a framework for selecting, using, and evaluating technology in the k-12 classroom. “The model encourages teachers to move up from lower to higher levels of teaching with technology, which, according to Puentedura, leads to higher (i.e., enhanced) levels of teaching and learning” (Hamilton et al., 2016, p. 434). While the SAMR helps teachers select and integrate technology into their classrooms, many schools still lack technology, making it particularly challenging to implement in all classrooms. However, schools could use the model as a plan to determine whether access to technology is possible in their classrooms.

Evidence of Learning

It is sometimes difficult to know if a student has learned what is being taught or has just memorized it for the assessment. If learners can put into practice what has been taught, that is a good indication that they have learned the material. Considering the background of all learners is essential in assessing what they have learned. Not all learners demonstrate what they have learned in the same way, and we must consider each learner's background as we assess. “Culturally responsive teaching. . . is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly” (Gay 2018, p. 106).

I decide how to assess student learning based on what I am trying to evaluate and by considering the background of my learners. For example, if I want to determine a student’s ability to have a conversation in Spanish, I will have them participate in a conversation. If I want to assess their writing ability, I will have them complete a writing assignment. In addition to the specified assessment, I try to give alternative assignments and assessments considering my students' diversity. Technology can be used to evaluate student learning. For example, technology can be used to provide an oral assessment. Audacity is software that records a student's responses, and the instructor can grade those responses. Zoom calls can be used for skills assessments. Students can create videos and songs to demonstrate evidence of learning. The possibilities are endless. Technology also allows teachers to assess student learning using a learning management system to provide assignments and interact with students. Additionally, teachers can use generative AI to assist in grading student work, giving them additional insight into what the students have learned and making the grading process quicker and easier. While AI can assist the teacher, care must be taken to ensure it is used ethically in the classroom environment.

Instructional Strategies

I design and develop instruction using a constructivist approach, creating opportunities for my learners to collaborate and learn with and from one another. According to “Designing learning with constructivism” (2025), constructivism, “shifts the focus from delivering content to creating experiences where learners construct meaning through inquiry, discovery, and collaboration,” allowing he learners to build knowledge through working together. I design scenarios and project-based learning to allow them to use what they have learned and deepen their understanding of the subject matter.

When deciding what instructional strategies to use, I consider my learners' subject matter and background. I might teach the same subject entirely differently if the learners in one class learn differently than others. I might choose a mixture of technology and other more traditional strategies if I have certain technology tools available. It is important to plan a backup for the strategies that require technology; technology is not always dependable. When designing eLearning courses, they are technology-based courses. Still, the additional technologies I choose to add to the courses depend on my learners and the subject being taught, just as it would in a traditional classroom setting.

Technology Knowledge

I develop my technology knowledge by reading, attending workshops, and keeping up with technological trends. I assess my technology knowledge by trying to use the technology. Some I can use easily; others require more work to understand fully. Overall, though, my knowledge of and comfort with technology allows me to quickly learn new things and adapt them to the instructional needs of my learners. I use advanced technical knowledge to teach new instructional designers and others on my team how to use technology. I have advanced skills with one eLearning authoring software, and intermediate skills with another, allowing me distinct options when developing courses. I feel that my graphic design skills could be improved, and I have been exploring options to improve those.

Conclusion

I think technology should be used in the teaching and learning process if it enhances or facilitates instruction in a more inclusive way for all learners. It should also allow teachers to develop more relevant and engaging content and help them save time in planning and grading. However, there are many challenges to using technology in the teaching and learning process. Some of those challenges include Internet security, keeping learners from visiting sites they should not see, plagiarism, and unequal access for all learners. This exercise made me think more about what is needed to successfully integrate technology into the teaching and learning environment and the barriers to this integration. Technology is an excellent tool for enhancing instruction, but its use should be well thought out, not just for adding technology to instruction.

References

Blanton, Betty B. (1998). The Application of the Cognitive Learning Theory to Instructional Design. International Journal of Instructional  Media, 25, 2, 171-177. Designing learning with constructivism: Key techniques. Distance Learning Institute. (2025, December 11). https://distancelearning.institute/instructional-design/designing-learning-with-constructivism-key- techniques/

Ensminger, David & Surry, Daniel & Porter, Barry & Wright, Dawn. (2004). Factors Contributing to the Successful Implementation of Technology Innovations. Educational Technology & Society. 7. Gay, G. (2018). Preparing for culturally responsive teaching. In Culturally Responsive Teaching: Theory, Research, and Practice (pp. 106–116).

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y

Michela, E. (2020). Universal Design for Learning: Teacher Planning for Technology Integration. The K-12 Educational Technology Handbook. https://edtechbooks.org/k12handbook/universal_design_for_learning

Park, S. (2018). Motivation Theories and Instructional Design. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/motivation_theories_and_instructional_design

Polly, D., Allman, B., Norwood, J., & Castro, A. (2008). Sociocultural perspectives of learning. Learning in School-University Partnership, 37–56. https://doi.org/10.4324/9780203891001-8