Five Domains of

EDUCATIONAL TECHNOLOGY

EDUARDO B. ARDALES, Ed. D.

 At the end of the lesson the students are expected
to:
• Identify the different Domains of Educational Technology
• Describe each domain of educational technology
• Differentiate each domain from the other
• Generalize that the domains of educational technology
follow a cycle
 Design

Theory
Evaluation And
Development
Practice

Management Utilization
 • Establishing a framework to guide in
Design: planning the educational technology

• Using the design or framework; materials

Development: are produced and developed

• Implementing and using the learning materials

Utilization: to enhance knowledge and skills of learners. It
is also known as the action phase

• It is applied in the implementation of all

Management: the different domains and its effects on
the outcomes of learning

• Monitoring, assessing and giving judgement on

Evaluation: the extent of usefulness of learning materials in
achieving the expected outcomes
  Domain 1 –Design
• The theory and practice of design includes Instructional
System Design (ISD), instructional strategies and learner’s
characteristics
• Instructional
Theory System Design
and • Instructional
Practice Strategies
• Learner’s
Characteristics

• Establishing a framework to guide in planning the

educational technology
 • Design is the process of
Domain 1 –
specifying conditions for
Design
learning.
• Creates strategies and
products at the:

• macro level
• programs and curricula,
• micro level
• lessons and modules
 Domain 1 –Design

Instructional design, or Instructional

Systems Design (ISD),

is the practice of creating "instructional

experiences which make the acquisition of
knowledge and skill more efficient, effective,
appealing."
 Domain 1 –Design

Instructional • Analyzing - process of

defining what is to be
Systems Design learned;
(ISD) is an • Developing - process of
authoring and producing
organized the instructional materials,
• Implementing - actually
procedure that using the materials and
strategies in context, and
includes the
• Evaluating - process of
steps of: determining the adequacy
of the instruction.
 Five Domains of Educational Technology

Domain 1 –Design

Message Design
This subcategory emphasizes
the planning of a message to
fit the medium and the
learning task.
Messages are patterns of
signs or symbols that modify
cognitive, affective or
psychomotor behavior.
Message design must be
specific to both the medium
• Instructional strategies Instructional strategies are
A designer uses instructional strategy specifications for selecting and
theories as principles for instruction, sequencing events and activities
and chooses them based on the within a lesson.
learning situation, learning
environment, learning task and
Again, the focus is on
the choice and
planning of a strategy
to fit the situation.
 • Learner Characteristics

Each learner has past experiences or

even innate qualities that impact the
effectiveness of a learning process.

A designer uses theory and

research on learners’
characteristics to plan for
modifications in instruction to
support increased learning
effectiveness
  Domain 2 – Development

• Print Technologies
• Audio Technologies
• Still Visuals
Theory
• Audio-visual
and
• Electronic
Practice
Technologies
• Integrated
Technologies
• ICTs

• Using the design or framework; materials

are produced and developed
Development is the process of
translating the design specifications
into physical form.

Includes:
• hardware, software, visual
• auditory materials,
• programs or packages which
integrate the various parts.
 Print • Print and visual
Technologies
materials, including
books, photographs
and graphics

• Involves the most basic

ways of producing and
delivering instructional
materials.
 •Audio-visual aids
Audiovisual
enhances teaching
Technologies methods and improve
student comprehension.

•Lesson plans that

incorporate the use of
audio-visual aids should
be consistent with
curriculum objectives
 Computer-based
Computer-
based technologies use screen
Technologies displays to present
information to students.

Information is stored
electronically in the
form of digital data
rather than as print or
visuals.
 Integrated
Technologies
• Integrated
technologies are ways
to produce and
deliver materials
  Domain 3 – Utilization

• Media Utilization
• Implementation
Theory
and
• Institutionalization
Practice • Policies and
regulation

• Implementing and using the learning materials to enhance knowledge

and skills of learners. It is also known as the action phase
This is the oldest of the domains because regular use of AV materials predates
even concern for production of instructional media.

Utilization is the act of using processes and resources for

 matching learners with specific materials

and activities,
 preparing learners for interacting with
Those engaged the selected materials and activities,
in utilization are  providing guidance during interaction,
providing for assessment of the results,
responsible for: and
 incorporating this usage into the
continuing procedures of the
organization.
 • The media utilization is a decision-
Media Utilization
making process based on
instructional design specifications.
• Those engaged in media
are taking what was planned by
the instructional design process
and carrying it out with learners in
the classroom.
 The first stage of
The goal in this the change process From this
area of is to create awareness comes
utilization is to awareness through interest, trial and
bring about dissemination of adoption.
change . information.
The goal in this area of utilization is to
continue the change process.
Instructional technologists :
implement the use of instructional materials or
strategies in real (not simulated) settings.
institutionalize, that is establish continuing,
routine use of the instructional innovation in
the structure and culture of the organization.
 Implementation
• Both Implementation and
and
Institutionalization Institutionalization depend on
changes in individuals and
changes in the organization.
Implementation concentrates
on the proper use of the
innovation by individuals.
Institutionalization serves to
integrate the innovation in the
structure and life of the
organization.
Generating, refining, interpreting and disseminating
rules which affect the use and diffusion of
instructional technology is also a part of the
utilization domain.

• Some rules, like laws, come from outside the

field and must be applied within the field.
• Some rules, like ethical standards, are
formulated within the field and
communicated to those within the field.
Instructional technology has been
involved in policy generation related to:
• instructional television,
• copyright law, and
• standards for equipment and programs.
 Domain 4 – Management

• Project
Management
• Resource
Theory
and
Management
Practice • Management of
Delivery System
• Diffusion of
Innovation

• It is applied in the implementation of all the different domains and

its effects on the outcomes of learning
Management—coordination and
administration of resources as well
as support and transformation of
knowledge.

Programs, projects and

settings may differ greatly,
but the basic skills necessary
to manage remain constant.
• planning and organizing programs,
• supervising personnel,
• planning and administering budget and
facilities,
These skills include: • coordinating policies and procedures, and
• providing leadership.
• Project managers plan, monitor
and control instructional design
and development projects.
• Their jobs are limited to ensuring
the success of a particular
project, but they are generally
responsible for managing all
 Resources can include
personnel, budget, supplies,
time, facilities, and
instructional resources.
 An example of a manager in
this area would be the
Director of Media Resources
at a university.
 He would, through
management, make
instructional resources
accessible to those who need
them.
 Distance learning projects, such as
GSAMS, provide requirements for this
type of management.
 Delivery system management focuses
on:
• product issues,
o hardware/software requirements
and technical support to users
and
• operators, and process issues
o guidelines for designers and
instructors.
 Information Management
 Information must be accessible to
users when, where and in whatever
format best serves their needs.

To provide resources for learning,

Information managers :
• plan,
• monitor and
• Control
• the storage,
• transfer or
• processing of information
  Domain 5 – Evaluation

• Problem Analysis
• Measurement
Theory
• Formative
and Evaluation
Practice • Summative
Evaluation

• Monitoring, assessing and giving judgement on the extent of

usefulness of learning materials in achieving the expected
outcomes
Evaluation is the process of determining the
merit, worth or value of an instructional
program, project or product for the purpose of
making a judgment.
The focus is on the instructional program,
project or product (material) not on the learners.
Personnel evaluation may play into the
evaluation of an instructional program or project,
but is also not the focus within this domain.
Problem
• Evaluation starts as the program, project or
Analysis product is being planned.
• The first step in evaluation is problem
analysis. This process includes:
• identifying needs, determining to what
extent the problem can be classified as
instructional in nature,
• identifying constraints, resources and
learner characteristics, and
• determining goals and priorities (Seels and
Glasgow, 1990).
• A need has been defined as "a gap between
‘what is’ and ‘what should be’ in terms of
results" (Kaufman, 1972).
Criterion-Referenced
Measurement
• Because of the emphasis on
achievement of specific
competencies within the field
of instructional technology,
criterion-referenced
measurement is of interest.
• The criterion for determining
adequacy is the extent to
which a learner (or a program,
project or product) has met
Formative and Summative Evaluation
• An emphasis on both formative
evaluation (in the early stages of product
development) and summative evaluation
(after completion of instructional
program) is a prime concern of
instructional technologists.
Formative and Summative Evaluation
• Formative evaluation involves gathering
information on adequacy and using this
information as a basis for further
development.
• Summative evaluation involves gathering
information on adequacy and using this
information to make decisions about
implementation or institutionalization.
References:
• Valdosta State University. IT Domains Department of
Curriculum, Leadership, and Technology
• Tabbada, E. V. and Buendia M. M. (2015) Educational
Technology 1. Adriana Publishing Co Inc.
• Ahmad Abdullahi Ibrahim (2015) Evolutionary Nature of the
Definition of Educational Technology International J. Soc. Sci. &
Education 2015 Vol.5 Issue 2, ISSN: 2223-4934 E and 2227-
393X Print
• Northern Illinois University, Faculty Development and
Instructional Design Center, Teaching with Technology.
• IDC Instructional Design Models
http://www.instructionaldesigncentral.com/instructionaldesign
models
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Technology CCT 107_A2016
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