4: Global Trends

Instructional Design Technology (IDT) has its focus and merits in educational systems. Yet, it has been able to expand into other fields, such as business, military, health care education, P-12 education and even post-secondary education. While there have been several similarities between IDT surfacing in these industries. However, in the business, military and P-12 education institutions, I have found more differences for how IDT is implemented and utilized.

In the business and industry sector, most of the responsibilities fall under a sole designer that is housed in the company, a team that could be more virtual than physical, or a hiring outside designers and consultants to produce or lead a product. While these three avenues can be taken for the instructional designer, this does not demean or devalue the roles of the other individuals or players in the company and development of IDT. These roles are as follows: client, whether singular or plural, and subject-matter expert. Some of the constraints for this industry falls under lack of time and resources needed to perform instructional design, designer’s control throughout design activity, and the use of tools and techniques designers to perform their tasks.

In the military sector, there is constant changing roles and responsibilities for IDT throughout our ever changing circumstances with various countries and alliances. Though it is constantly growing and changing, the issues still arise. Funding, especially in the recent presidential administrations that have shrunk the size of our military down or decrease in the amount of funding. The lack of technological available to the amount of training developers that has the knowledge to work on these systems. Also, the hostile environments that most of these militaries work in make it hard and training must always be adaptable to the situation.

Lastly, the post-secondary education systems have come a long way as well. It has been understood since early 90’s that “good teaching comes first and technology second,” (Reiser & Dempsey, 2012). However, technology has changed the conversation as student’s technology is constantly updating. The three types of ID Development follow the systems, or utilizing a system with technology embedded, product or using computer-based instructional (CBI) products such as games, and classroom where teachers utilize technology for several different roles. Though this seems to be straight forward, there are issues that can get in the way of great learning occurring in the classroom. Most of the time, ASSURE model establishes analysis of learners, standards, and strategies, utilizing different forms of media, learning participation and revising through evaluation. While there are several different models and factors that lead to the growth of IDT in schools, there still seems to be “the gap,” (Reiser & Dempsey, 2012).  In several factors, the U.S. schools are falling behind other industrial and developed countries. These factors, such as access to resources, peer support and teachers’ content knowledge, are leading to the technological gap. I see my work context being most similar to the struggles seen in this industry. As referred to in my previous blog posts, the teachers’ lack of technological and content knowledge is something I find most applicable to my school district’s struggles to really reach the students.

            With over 7 billion people and that number constantly growing every second, our students must understand what is needed in order to survive. For example, classrooms in impoverished countries, such as Democratic Republic of Congo (DRC), education and teaching looks completely different. The pedagogy goes back to chalk and chalkboard homework and the decision between school and food. However, in other countries similar to the United States, such as Japan, e-learning was focused more on changing the layout of learning materials, such as appropriate use of fonts, colors and easier navigation techniques (Reiser & Dempsey, 2012). Also, two credits of “IT basics” is also required for every teacher degree, which is quite different than how teacher education is structured in America. In Korea, it is also expected for every teacher, principal and administrative staff to continue their technological knowledge and skills every year. However, those two countries lie in the Eastern part of the world. Korea and Japan have less population than Europe and America and seem to handle their population growth better than their counterparts. As similar to what I believe we are seeing in America, Europe is also seeing a trend of “dumbing down” education and the need to constantly grow. In a constant growing world, it is imperative for all active members of society to constantly better themselves and become an expert in their craft. I do believe it is imperative to focus on bettering our technological craft to become a teacher as Korea and Japan do. While I believe what these two Eastern countries do will fit what we need, I do believe it is important to differentiate and try things we never have before to get to places we have not been before. Unless we change what we are doing, who knows what America will look like in the next generation.

Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Boston: Pearson.