EDTC 6320.61 INSTRUCTIONAL TECHNOLOGY DELIA TORRES
1. What are the two "practices" that formed the core of this field?
The usage of “systematic instructional design procedures and media for instructional purposes (Reiser & Dempsey, 2011) ” formed the core of this field.
2. Is the bibliography of this article annotated?
No, this article does not have an annotated bibliography.
3. What are the attributes of "programmed instruction?"
According to Skinner, the attributes of "programmed instruction ” are presentation of content (instructional material) in “small steps, requirement of active responses to frequent questions, provide immediate feed-back, and permits the learner to self-pace
(Skinner, 1954).
”
4. What are the three necessary components for an instructional objective, according to
Mager?
According to Mager, the three necessary elements of instructional objective are:
“description of desired learner behaviors, conditions under which the behaviors are to be performed, and the standards (criteria) by which the behaviors are to be judged (Mager,
1962) .”
5. People had little interest in the application of instructional systems design in the 1980s in the United States, with one exception. What was that exception?
The exception was the use of personal computers for instructional purposes.

EDTC 6320.61 INSTRUCTIONAL TECHNOLOGY
The following questions require more in-depth answers.
DELIA TORRES
6. The author refers to a "task analysis." In the context of instructional systems design, what is a task analysis?
According to Gagne’s “instructional design theory,” a “task analysis or learning hierarchy” is a plan that instructional designer use to determine or identify the prerequisites by working backwards from the final measurable learning outcome ” (Recker , 2010).
7. How does the author describe the process of "formative evaluation?"
According to Scriven, the process of “formative evaluation” requires the instructional designer to “try out drafts of instructional materials with learners prior to the time the materials are in their final form.
This will enable teachers to examine the materials and, if needed, revise them at the formative stage.
He called this tryout and revision process formative evaluation.”
8. According to the author, when Robert Glaser initially developed criterion referenced measures, what did he intend those assessment instruments to measure?
He intended the assessment instruments “to measure student grade level content and to determine the degree to which the students had learned the content in an instructional program was designed to teach it (Glaser, 1963) .”
9. The TAKS (now STAAR) assessment tests have been called a criterion referenced test. Did those assessments (STAAR or TAKS) follow the definition posited by Glaser? Why or why not?
In my opinion, the TAKS exam did not follow the definition as posited by Glaser because it was a grade specific examination based upon the TEKS that were studied in several courses.
In addition, I don’t think the STAAR exam completely follows the definition that was Glaser posted for the following reason (s): The STAAR will access students on curriculum that is covered by state standards according to subject area in a year, but it will also test students on questions that are designed to be above the standards —“college and career readiness standards. (http://www.tea.state.tx.us/student.assessment/staar/, 2012)
”
10. The author concludes his description of the evolution of instructional systems design by saying that, as of the late 1990s, there seems to be renewed interest in the systems approach to designing instruction, due in large part to the development of the World Wide Web. Do you see any evidence of the instructional systems approach being implemented in higher education? Do you see any evidence of an instructional systems approach being implemented in K-12 education?
I definitely find and see evidence that the instructional systems approach is being implemented in high higher by the mere fact that my daughter and I have taken several courses through the
Internet (e-learning) at Texas universities, joined technology webinars, and utilized several
Web 2.0 tools to display college coursework without having to leave our home. It is also evident in K-12 school campuses in the Donna Independent School District that utilize such instructional systems such as the PLATO Web Learning Network and library wikis that contain learning resources for teachers and students.

EDTC 6320.61 INSTRUCTIONAL TECHNOLOGY
Works Cited
DELIA TORRES
http://www.tea.state.tx.us/student.assessment/staar/. (2012, 8 20). Retrieved September 29, 2012, from www.tea.state.tx.us.
Glaser, R. (1963). Instructional Technology and the Measurement of Learning Outcomes: Some Questions.
American Psychologist, 18.
Mager, R. (1962). Preparing Objectives for Programmed Instruction.
Recker , M. (2010). Learning and Communication Theories in Instructional Technology. Retrieved September
29, 2012, from http://itls.usu.edu/~mimi/courses/6260/gagne.html: http://itls.usu.edu/~mimi/courses/6260/gagne.html
Reiser, R. A., & Dempsey, J. V. (2011). A History of Instructional Design and Technology. In Trends and Issues in
Instructional design Technology (Third Edition ed.). Pearson.
Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review.