Foundation

A good education is a foundation for a better future.

Attributed to Elizabeth Warren, Senior U.S. Senator from Massachusetts

As a teacher, I begin each lesson by introducing key academic vocabulary. Familiarity with new terms and their meanings provides students with a means to identify signposts of understanding as they navigate new texts and concepts. For me, defining key terminology in the IDT field gave me that same opportunity. Preloading the terminology and the (many!) acronyms removed potential barriers to learning the content and concepts in this field. I was also able to make connections to my career field in special education, particularly with the definitions of learning theories that I knew from my teacher preparation program. Honestly, this course has opened up a whole new language for me. I would not say I have become a tech-y overnight, but I have gained my bearings. Having a foundational understanding of the professional definition of IDT lead me to develop my own personal definition, as well.

Today’s definition of IDT has key differences from earlier definitions, as the field has naturally changed over its some 80-year history. Current definitions focus on the design and development of the process, as well as evaluation of the system, and the role of technology. Another notable addition is ethics, which is important not only in access for all learners, but also in the usage of new technology, such as Artificial Intelligence (AI). In the early stages of the IDT field, the focus was primarily on electronic media as the means to disseminate information for training and education. Today the tools are a critical supplement to the process, whereas in the past, the media, such as movies and television, were the driving force. 

To better understand these changes, it is important to look at the history of the field, noting the impacts of factors such as the contributions of key learning theorists over past decades, the accelerating development of technology, and the trend toward an expanding need for IDT professionals beyond the field’s roots in military and education.

Below is a collapsible timeline that I created in collaboration with ChatGPT. Please click on each decade to see the dropdown list of advances and milestones for each of the different ages of IDT.

Full Timeline of Technology, Instructional Design & Learning Theory (1940s–2020s)

1940s — The Electronic & Training Film Age

Technology

• Rapid advancements in electronics driven by WWII.
• ENIAC (1945): Electronic Numerical Integrator and Computer — first large-scale electronic general-purpose computer → beginning of modern computing.

Instructional Media & Design

• U.S. military produces training films to prepare soldiers efficiently.
• Need for systematic instructional design begins to grow.

Learning Theory

• Behaviorism dominates.

1950s — The Computer & Programmed Instruction Age

Technology

• Transistors revolutionize electronics and computing.
• Early programming languages introduced (FORTRAN, COBOL).
• Educational television expands access to instructional content.

Instructional Media & Design

• B. F. Skinner develops teaching machines and programmed instruction.
• Instructional design gains structured use in corporate and military settings.

Learning Theory

• Behaviorism remains the primary theoretical framework.

1960s — The Information & Systems Approach Age

Technology

• Growth of global communication: color television expands.
• Satellites increase international broadcasting and information flow.
• ARPANET (1969): Advanced Research Projects Agency Network — U.S. DoD tests new networking technology → foundation of the Internet.

Instructional Media & Design

• Gagné publishes The Conditions of Learning (1965), influencing instructional design practice.
• Systems thinking shapes structured instructional design models.

Learning Theory

• Shift from Behaviorism to Cognitivism (memory, attention, knowledge organization).
• Vygotsky’s Social Constructivism (scaffolding, cultural tools, socially mediated learning)

1970s — The Digital & Cognitivist Learning Age

Technology

• Microprocessor introduced by Intel (1971) — catalyst for modern computing.
• Personal computers enter homes and schools.
• AV — Audio/Visual technologies (overhead projectors, filmstrips, televisions, cassette and slide systems).

Instructional Media & Design

• Bloom’s Taxonomy adopted widely in education.
• Gagné influences structured instructional design models such as ADDIE and the Dick & Carey model.

Learning Theory

• Cognitivism shapes understanding of mental processes and knowledge organization.

1980s — The Personal Computer & Constructivist Foundations Age

Technology

• Widespread adoption of personal computers (IBM PC, Macintosh).
• Video games become culturally mainstream (Nintendo Entertainment System, arcade games).

Instructional Media & Design

• CBT Computer-Based Training expands in corporate, military, and educational contexts.
• Early tools for creating interactive instructional content develop (modern evolution of e-learning authoring tools).

Learning Theory

• Constructivism emphasizes hands-on, student-centered learning.

1990s — The Digital & Multimedia Learning Age

Technology

• Internet goes mainstream globally.
• Mobile phones (car phones, early Nokias, pagers) expand communication.
• DVDs introduced (1995), supporting higher-quality digital media.

Instructional Media & Design

• Multimedia software → words and images integrated in digital content (Macromedia Flash, Director, HyperStudio).
• Learning Management Systems (Moodle, Canvas development) support online course delivery.
• Email becomes a core communication method for courses and training.
• Websites provide widespread access to information and online learning materials.

Learning Theory

• Constructivism strongly influences instructional practice.

2000s — The Internet & E-Learning Age

Technology

• Web 2.0 platforms shift from static pages to interactive, user-generated content.
• Smartphones expand globally (iPhone 2007); texting becomes widespread.
• Social networking expands (MySpace, Facebook, Twitter).

Instructional Media & Design

• E-learning expands using Moodle and early Canvas platforms.
• SCORM Sharable Content Object Reference Model introduced as a standard for online course content.
• MOOCs Massive Open Online Courses and OER Open Educational Resources support open-access learning and global sharing of educational materials.

Learning Theory

• Constructivism continues.
• Connectivism gains strength.

2010s — The Mobile, Social Media & Connectivist Age

Technology

• Smartphones (iPhone, Samsung Galaxy) achieve worldwide mainstream adoption.
• Cloud computing expands storage and processing.
• Streaming media transforms content access (Netflix, YouTube HD).
• VR Virtual Reality and AR Augmented Reality enhance immersive and interactive learning.

Instructional Media & Design

• Google Classroom (2014) supports cloud-based collaboration and assignment management.
• Analytics-based learning platforms grow (Canvas LMS).
• Blended, flipped, and online instructional models spread across K–12, higher education, and workforce training.

Learning Theory

• Connectivism informs networked, collaborative, technology-integrated learning.

2020s — The AI, Microlearning & Learning Analytics Age

Technology

• Schools address connectivity challenges during hybrid learning through hotspots, fiber upgrades, and device access programs.
• AI Artificial Intelligence supports prediction, analysis, tutoring, automation, and personalization.
• Generative AI creates new content (text, images, video, code).
• XR Extended Reality combines VR, AR, and mixed reality environments.

Instructional Media & Design

• HPI Human Performance Improvement emphasizes targeted skills, workplace capability, and measurable outcomes.
• Microlearning expands through short, focused instructional modules.
• AI-supported instructional tools provide adaptive, personalized pathways.
• Learning analytics inform data-driven instructional decisions.

Learning Theory

• Movement toward AI-augmented learning, blending human insight with intelligent systems.

Instructional Technology and Learning Theory Timeline (1940s–2020s).
Created by the author in collaboration with ChatGPT (OpenAI, 2025).

During the school shutdowns of 2020, the shift to distance learning opened the doors for advances in education technology, or EdTech, as a means for learners to remain engaged in the learning process online rather than in person. Informal learning has grown from this trend toward asynchronous learning, giving the learner the flexibility to guide their own learning.

In this same way, a new learning theory called connectivism has grown, based on learners connecting over the internet with a global community and resources. Human performance improvement has become a trend in business and industry, based on efficiency and quality control. In conjunction, human performance technology has developed tools to support these goals. One of these tools is AI, which promises to elevate the importance of not only the technology side of the IDT field, but perhaps more importantly, the development and design of ethical and connected instructional design for its use.

One of the key opportunities to learn about trends currently affecting the IDT profession was our coursework assignment to interview a specialist in the field. The report is provided as an artifact at the end of this section, detailing the results of my interview with an Assistive Technology Specialist at my previous school district, Mr. Dean Troup. I chose my interviewee because of his specific connection to the special education field. Excerpts from the interview report are below, indicating growing trends currently affecting my IDT area of interest:

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“When asked about trends in the field, Mr. Troup responded, “It’s all about AI right now.” (D. Troup, Personal communication, November 17, 2025.) He shared that AI is positively affecting his position in many ways, including making the administrative parts of his job more efficient. For his students, particularly those with low vision or blindness, AI is expanding the capabilities of assistive technology. As noted by Troup, (2025):

The technology keeps getting better, so the user is having a better experience. Optical Character Recognition (OCR) is being used for scan pens that read aloud to students, who can be wearing headphones.. Text-to-Speech on a
computer does the same thing. There are also walking sticks now with GPS, or belts that guide them through sounds and vibrations. And then you think about opportunities with self-driving cars. Imagine a blind person being able to get in their own car and head down the road because it is self-driving. Mr. Troup also shared about other emerging tech tools that are already in use. An example is wearable sensors called neuronodes, which translate biometric data to an app, allowing people with neurological disabilities to control a computer. He also talked about the
extraordinary technology that is already available for computers to know what the user is thinking. He was also excited to share that robots are coming!”

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A final quote from my interview with Mr. Troup sets a positive tone for the trend in career opportunities for IDT professionals, and AT professionals specifically:

“To anyone graduating in this field, I would say the world is your oyster! I would say it is a lot of fun, you just have to be really dedicated to your work. A lot of times, I find I take devices home to work on them, or take time to learn things
outside of my regular work hours. But in my mind, it seems easier because it makes things less stressful overall. And I would say longevity in this field is contingent on staying up-to-date and taking care of yourself to avoid burn out.
You can really make a difference.”

The timeline below represents the general progression of key learning theories over time. Created by Genially, the link to the open access interactive timeline is below the static image.

Interactive timeline: https://view.genially.com/66c6555d1e12f55c08ffbd2f/interactive-content-learning-theory-timeline

Revisiting educational learning theories in the IDT program has directly impacted my perspective on instructional strategy choices in lesson planning. Depending on the desired interaction and outcome, I can choose from a toolbelt of options aligned with the various learning strategies, all of which I feel have a place in learning today. Reflecting on the way I teach, particularly in the virtual learning environment, and comparing it to the way I was personally taught as a student has been a meaningful process. I was taught during an era that was strongly influenced by Behaviorism, which meant teacher modeling and direct instruction, highly structured lessons, reinforcement, and repetition to achieve mastery. My mother had been a teacher under the same influences, so my learning was reinforced in the same manner at home.

Interestingly, my sister was enrolled in one of the Montessori schools, which reject Behaviorism practices in the classroom. Montessori learning aligns with Constructivism, as well as a Humanistic educational approach. In late elementary school I was also introduced to a different way of learning through an academically talented program. It was more aligned with Constructivism, as well, and focused primarily on discovery-based learning. I was experiencing student inquiry-based and hands-on lessons. We were often away from the classroom on field trips or outdoors. As a result, I have distinct recollections associated with each of my two educational settings and experiences.

Now as an experienced teacher, looking at these divergent approaches through an IDT lens, I have greatly expanded my point of view. I now recognize the vital connections between teaching and outcomes–not just data-based learning outcomes, but student outlook on learning overall. To illustrate my understanding of the application of the key learning theories, I am sharing an exercise we completed in our Foundations in IDT class, as an artifact below. Although we didn’t actually implement the instructional exercise, I wish I might have witnessed my graduate student peers learning the same lesson taught four times with four different instructional strategies, each based on one of the key learning theories: Behaviorism, Cognitivism, Constructivism, and Connectivism. I would have been interested in their reflections afterward about not only the effectiveness of the learning strategies for content mastery, but the methods’ affectiveness on the student’s learning experience.

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“As an exercise to teach part of the history of the IDT field to graduate level students, I would have them participate as my own classroom students, learning a simple lesson four times. In each iteration of the lesson, I would use a different instructional strategy based on the four key learning theories of Behaviorism, Cognitivism, Constructivism and Connectivism. I would explain that our lesson would be about using a popular graphic organizer: Timelines. As content for the timeline, we would map the progression of key learning theories over the past century. This activity would allow the students to experience the effect of being taught the same lesson in different ways, illustrating the effect of the different theories on student learning. Students would be in class in person with access to their devices.

Lesson 1: Instructional strategy based on the Behaviorism/Behavioral Learning Theory Model

Students who eagerly participate in the timeline lesson verbally or in the chat will be recognized by name by the teacher and receive thumbs up emojis and rounds of applause noise from the other students using the reaction buttons. The students who do not participate will have their names called by the teacher and reminded to participate, followed by thumbs down emojis and the crickets or sad trombone noise reactions from the teacher and perhaps other students. This process will be repeated as we progress through the milestones on the timeline. Illustrating Behaviorism theory, the students will begin participating to avoid the negative reinforcement and to receive the positive reinforcement. 

Lesson 2: Instructional strategy based on Cognitivism/Cognitive Information Processing Theory

For this timeline activity, students will participate in a matching and chronological ordering activity. After learning the information in our first activity, each student will be given strips of paper, each with a sentence describing a milestone, as well as their own empty timeline graphic organizer with dates on it. The students will independently glue the strips in order next to each date on the timeline. The process of using memory and problem-solving skills are the basis of Cognitivism.

Lesson 3: Instructional strategy based on Constructivism Theory

In this activity, the students will work as a team to do the same matching and ordering activity. Teams of four students will take turns going up to a large timeline drawn on the whiteboard. Each student will read out one of the learning theories from a sticky note and place it on one of the dates on the timeline. The teams will be able to work together and the sticky notes can be moved around as students take their turns. Students can share why they think a milestone should be moved, or where one should be placed. They will be learning by constructing thoughts using social and environmental factors, which is the basis of Constructivism theory. 

Lesson 4: Instructional strategy based on Connectivism Theory

This last activity is like the one above, but instead of sticky notes and a whiteboard, it uses educational technology. Students will gather in groups and have access to various EdTech apps, such as Padlet, for engagement on their devices. They will also have access to AI and search engines to find information and date.”

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EDUCATION PHILOSOPHY

As a special education specialist, which is our certificated title, I not only have a classroom of students to teach, but a caseload of Individual Education Program (IEP) plans to manage on my caseload. Student goals must be written and progress must be monitored for reporting. Federal and state legislation mandate the legalities of this process, creating a burden of proof for schools when litigation arises over students receiving their free and appropriate public education, or FAPE. Teacher observation has not held up in court as a means of tracking progress on goals. Program specialists regularly pass down the latest iteration of best practices, which are now exclusively based on data collection, which is not surprising these days.

Like the teaching cycle, there is a cyclical process in IEP planning, as well. The cycle follows a pattern: evaluation of student need, determination of baseline, development of appropriate standards-aligned goals, implementation of structured trials to measure progress toward objectives, incorporation of skills into class lessons for specialized instruction and practice, determination of new baseline, and development of new or rewritten goals based on student progress in the area of need. Each step informs the next. Much like Vygotsky’s theory of the Zone of Proximal Development, goals are set just beyond a student’s current level of knowledge and skill. 

My educational philosophy needs to adhere to both of these inter-related cycles of instruction. I cannot teach them in silos. Standards drive lessons, and standards drive goals. My burgeoning education philosophy must hinge on these interrelated systematic processes. As should be expected, district-approved curriculum provides content, pacing, standards alignment, and assessment tools. The basis of my educational philosophy is how to make the curriculum accessible to all students in my class. 

TECHNOLOGY VISION

Currently my technology skills level is Competent. My technology skills have been developed over the years through my credential program, and through teaching in a traditional “brick and mortar” SDC high school classroom. My exposure to EdTech and online classroom management and curriculum programs grew substantially during Distance Learning during the pandemic. And I have now switched settings to a virtual classroom. Here, my exposure has grown, and I have developed technology skills in productivity platforms; student data, curriculum and assessment programs; and EdTech. Specifically, I have skills in:
* Productivity: Microsoft Word, PowerPoint, Outlook, Google Docs, Slides, Zoom
* Student Data, Curriculum and Assessment: Synergy, PowerSchools, SEIS, MARVIN,
Google Classroom, ULS/N2Y, StudySync, Canvas, Engageli, iXL, TOMS/CAASPP
* EdTech: Class Dojo, FlipGrid, GoGuardian, Kahoot, Kahn Academy, Nearpod, Padlet,
Peardeck, Powtoon, Screencastify, Quizlet, Voicethread, YouTube

To further develop my career interests in the IDT field, I plan to research professional organizations, attend
professional development trainings, read relevant materials, and collaborate with technology specialists and teachers who successfully integrate IDT in their teaching practice. The IDT foundations I develop in this course, and collaboration among our classmates, will certainly support my progress and guide my professional growth in
IDT, as I continue to implement it in my field of Special Education

The complete documents can be found as attached artifacts at the bottom of the Home page of this ePortfolio.

AECT. (n.d.). About us – Association of Educational Communicators and Technology. Association for Educational Communications and Technology. http://aect.org/aect/about

Cameron, J. M. (n.d.). Girl smiling while holding silver iPad [Photograph]. Pexels. https://www.pexels.com/photo/girl-smiling-while-holding-silver-ipad-4144453/

Carney, R. N. (2023). Skinner develops the behaviorist school of psychology. EBSCO Research Starters. https://www.ebsco.com/research-starters/history/skinner-develops-behaviorist-school-psychology

Lev Vygotsky (1896–1934). [PhotographWikimedia Commons. https://commons.wikimedia.org/wiki/File:Lev_Vygotsky_1896-1934.jpg

McCarron, J. (2023). Author headshot [Photograph]. Unpublished.

Photo by Julia M Cameron from Pexels. Girl Smiling While Holding Silver Ipad [Photograph]. Creative Commons CC0. https://www.pexels.com/photo/girl-smiling-while-holding-silver-ipad-4144453/

Kretchmar, J. (2023). Gagné’s Conditions of Learning. In Research Starters – Religion and Philosophy. EBSCO. Retrieved December 7, 2025, from https://www.ebsco.com/research-starters/religion-and-philosophy/gagnes-conditions-learning (EBSCO)

Kurt, S. (2022, October 17). Lev Vygotsky: Who he was and what he has done. Educational Technology Frameworks & Theories. https://educationaltechnology.net/lev-vygotsky-who-he-was-and-what-he-has-done/

Learning Theory Timeline. (n.d.). [Interactive timeline]. Genially.
https://view.genially.com/66c6555d1e12f55c08ffbd2f/interactive-content-learning-theory-timeline

Ollivierre, J. (n.d.). [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:… CC BY-SA 4.0.

OpenAI. (2025). ChatGPT (May 2025 version) [Large language model]. https://www.openai.com/chatgpt

Pexels. (n.d.). Pexels: Free stock photos & videos. https://www.pexels.com/

Photo by urtimud.89 from Pexels: https://www.pexels.com/photo/woman-standing-on-top-of-a-hill-20580563/

Photo by Startup Stock Photos from Pexels. Woman Swiping Touchpad on Macbook Pro on Table Near Smartphone and Mug [Photograph]. Creative Commons CC0.https://www.pexels.com/photo/woman-swiping-touchpad-on-macbook-pro-on-table-near-smartphone-and-mug-7358/

“Robert Mills Gagné .” Encyclopedia of World Biography. . Retrieved December 01, 2025, from Encyclopedia.com: https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/robert-mills-gagne

Wikimedia Commons. (n.d.). B. F. Skinner [Photograph]. https://commons.wikimedia.org/wiki/File:B.F._Skinner.jpg

Wikimedia Commons. (n.d.). CSU San Bernardino university logo [Logo]. https://commons.wikimedia.org/wiki/File:CSU_sanbernardino_univ_logo.svg

Wikimedia Commons. (n.d.). Lev Vygotsky 1896–1934 [Photograph]. https://commons.wikimedia.org/wiki/File:Lev_Vygotsky_1896-1934.jpg

Wikimedia Foundation. (n.d.). Wikimedia Commons. https://commons.wikimedia.org/