Definition of Learning Technology

Formulation of the notion of Learning Technology has undergone some changes, in line with the history and development of learning technology itself. Below are a few definitions of Instructional Technology that has an influence on the development of Learning Technologies.

Definitions Association for Educational Communications Technology (AECT) 1963

"Audio-visual communication is a branch of educational theory and practice that are primarily concerned with the design, and use the messages to control the learning process, include the following activities: (a) learn the weaknesses and strengths of a message in the learning process, (b) structuring and systematization by the and instruments in environmental education, including: planning, production, selection, management and utilization of the components and the overall learning system. The practical aim is the use of each method and medium of communication effectively to help learners to the maximum development potential."

Although still use the term audio-visual communication, the above definition has produced a basic framework for the subsequent development of Learning Technology and to encourage an increase in learning.

Commission definition on the Instruction Technology (CIT) 1970

"In a more general sense, is defined as a medium of learning technology that was born as a result of the communication revolution that can be used for teaching purposes in addition to teachers, textbooks, and the board ..... forming part of the learning technology is television, film, OHP, computer and the other hardware or software."

1994 AECT definition

"Instructional Technology is the theory and practice in the design, development, utilization, management and evaluation of processes and resources for learning."

Although formulated in a more simple sentences, this definition implies that in fact. This definition seeks to strengthen the learning technology as a field and profession, which must be supported by a foundation of solid theory and practice. This definition is also working to improve the region or area of ​​learning technology field activities. In addition, this definition is trying to emphasize the importance of process and product.

If we observe the contents of the content of learning technology definitions above, it appears from time to time undergone a process of learning technology "metamorphosis" to perfection. Which was originally only viewed as a means to a more extensive, than only to the practice-oriented theory and practice, from the product go to processes and products, and finally through the current evolutionary journey of learning technology has become a field and profession.

In line with the development and advancement of science and technology so rapidly, especially in education, psychology and communication it is not impossible in the future of learning technologies will increasingly continue to grow and strengthen themselves as a discipline and profession that can further benefit the achievement of effectiveness and learning efficiency.

Nevertheless, it must be admitted that the development of learning technology and professional fields in Indonesia is still arguably not optimal, both in terms of design, development, utilization, management, and evaluation. Businesses would still need a genuine struggle of all parties related to learning technology, both from academics, researchers and practitioners.