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Instructional technology : the definition and domains of the field
The Association for Educational Communications and Technology has for the past thirty some years engaged in the lonely and high-risk activity of attempting to define Instructional Technology as a theory, a field and a profession. This definition, which describes and outlines the parameters of a profession rooted in research, theory, and practice, is the result of this continuing effort. It is both an update of previous definitions and a new definition. In conjunction with this effort over the years, several glos¬saries of the field were created. The authors and the Committee on Definition and Terminology have worked for three years to develop this definition and the resulting docu¬ment and glossary. The Committee followed an open process to ensure opportunity for input, and many revisions were made as a result of ques¬tionnaires, hearings, and peer review. Official Endorsement The Board of Directors of the Association for Educational Commu¬nications and Technology has endorsed this definition of Instructional Technology as its official definition. The Association, however, is com¬mitted to a continuous reevaluation of the definition and to revising and republishing it periodically in order to reflect hew concepts and a changing field, profession and discipline. New Conceptual Framework Seventeen years ago research, theory, and practice in this field had barely developed to the extent necessary to support a profession. Now, however, we are clearly a profession with an extensive knowledge base and strong scholarly activity. Therefore, this new definition proposes domains of scholarship that support practice.
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