"Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning." (Seels & Richey, 1994).

Put a bit more simply, instructional technology is the use of technology to aid in the learning process. Used effectively, it can promote active learning. Unfortunately, implementing technolgy into the teaching/learning environment can sometimes be time-consuming and require specialized skill sets.

In a recent issue of Educause Review, Patricia McGee and Veronica Diaz listed some of the instructional technology challenges faculty face:

The technology-adoption cycle: Under ideal circumstances, a faculty member may require anywhere from three to four terms to adopt a learning technology tool; even more time may be needed to produce positive results in teaching and learning. Many faculty members are hesitant to experiment with several tools at once and prefer a "one-at-a-time" approach to adoption and integration. The ever-changing array of available tools and the lack of information related to adoption and use together act as a de-motivator.

 

Lack of integrated technology tools: Most faculty members are using some type of course management system, but many tools considered to be "emerging" are not integrated into these systems: blogs, wikis, podcasting. Lack of integration results in multiple log-ins, data input, and results tracking. In other words, tools that are not centrally integrated require an additional "use and management" investment that is otherwise unnecessary.

 

Learners' changing expectations: Students and their preferences are often a moving and diverse target. Not all students prefer the same amount or type of instructional technologies, leaving faculty members struggling to identify and select the appropriate tool.

 

Institutional changes to technology commitments: Faculty members often adopt and integrate technologies at a different rate—sometimes slower, sometimes faster—than does the institution where they teach. An organization may decide to review, and possibly change, the course management system every five years. Changes in tools and in the commitment to support them result in an unstable, unpredictable environment, which makes innovation and adoption a risky business for faculty.