Advantages of a Theory-Based Curriculum in Instructional Technology.

The purpose of this paper is to prove that including a significant theoretical component in instructional technology curricula has numerous advantages. The discussion is confined to curricula offered at universities, typically at the graduate level. Three topics are discussed: (1) the current state of instructional technology programs; (2) why theory is needed and what that theory should be; and (3) the role of the university in preparing instructional technologists. It is argued that curricula in university programs that train instructional technologists tend to emphasize practice at the expense of understanding. Because there are other agencies better suited to train practicality, universities should devote their resources to making sure students have a good grounding in the theories which immediately support what they do. Theories describe the complete range of human learning and includes perceptual and human factors theory, cognitive theories of learning, and theories of how knowledge guides the way people interact with their environment. It is contended that mastery of this theory should be attained by every student in instructional technology, and its application as the graduate develops professional skill and status will improve the success of the profession. (Contains 41 references.)

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