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During this time period most educators thought of instructional media as a supplementary way of presenting information. Mostly visual media materials in the museums. (Robert A. Reiser & John V. Dempsey, (2012). Chapter 3: A History of Instructional Design and Technology. In Pearson Education, Inc., (Eds.), Trends and Issues in Instructional Design and Technology (pp.17-34). Boston, MA: Pearson Education, Inc.)
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Rochester Public School system because first to use films regularly as instructional tool.
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Advances in technology like radio broadcasting, sound recordings and sound motion pictures increaded interest in instructional media. Movement continued to grow in spite of bad economic cliimate of the Great Depression, which began in 1929. (pp18)
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A very important textbook in the field was published. According to Reiser "the authors stated that the value of audiovisual material was a function of their degree of realism." (pp19).
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Theories emerged that the process of transmitting information was more important than the method with which it was passed. (pp 19)
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New devices were used during WWII, including overhead projectors, slide projectors, audio equipment, and simulators and training devices. (pp19)
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War slowed down progression of audiovisual use in schools but spurred extensive use in the military for military training videos. (pp19)
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"From 1941 to1945, this organization oversaw the production of 457 training films." (pp19)
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Big increase in the use of instructional television during the 1950s. This growth was caused by two major factors: 1) creation of education television channels/ Public TV stations 2) Ford Foundation funding
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The start of computer assisted instruction, mainly at IMB comany, but CAI didn't really become significantly until the 1980s when the personal computer became much more common and use in schools increased to around 40%. (pp20).
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Models for developing systematic instructional materials started to be developed. (pp25)
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The first definition to be approved by the major professional organization within the field of educational technology was published.
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New models and standards in the field of Instructional Design were developed. (pp25)
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AECT publishes definition of Instructional Design.
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"By January 1983, computers were being used for instructional purposes in more than 40 percent of all elementary schools and more than 75 percent of all secondary schools in the United States." (pp20)
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The idea that there could be more standard formats to render teaching and training more effective become more common and makes the need for instructional design and designers grow. Training is used in many aspects of business, government, and military in addition to schools. Online learning and Internet make training and education more accessible and create a need for course development.
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Lebow Proposes 5 Principles toward a new mindset as constructivist values might influence instructional design (Woolfolk Hoy, 2016)
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The goal of ID is the improvement of learning and the instruction is a means to reach the goal.
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Computers were more common in schools but were not used often.
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"During the past ten years, rapid advances in computers and other digital technology, inlcuding the Internet, have led to a rapidly increasing interest in, and use of, these media for instructional purposes." (pp 21)
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Defined as the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. (pp1)
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Instructional technology is used much more in higher education in the past decade. (pp21)
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Newer medias allow for interactive teaching and variety and are used much more in current classrooms and training environments for both children and adults. (p22-23)
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(Branson et al., 1975, Reiser pp26)
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pp26
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Knowledge bases and social media use greatly increases and is reported to assist with learning and job performace. The need for instructional designers to develop effective online instruction programs opens up new opportunities for instructional designers. pp27
