History+and+Evolution+of+IDT


 * media type="custom" key="12885480" || Early definitions of IDT were centered around the media and the means on how instruction was presented to the learner. The multimedia technology in the 1920s to the 1940s progressed from sound recordings, radio broadcasting and then to motion pictures with sound. The progession was from sound to visual instructions.

In the 1950s to the 1970s, IDT was evolving from a media to an actual process. IDT should be looked at as a way to look at instructional problems and come up with solutions. This was the beginnings of an instructional practice. In the late 1970s, the human learning problems and solutions was emphasized in the area of performance improvement. The media was no longer considered the only part of IDT. || In the mid 1990s, IDT was becoming a field of theory, practice and research. The Association for Educational Communication and Technology (AECT) in 2008 defined IDT as:

"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."

IDT has now shifted from design, development and evaluation, to creating, using and managing. These are now the functions of educational technology professionals.