A"ROOM"WITH"A"V IEW:"AN"INSTR UCTIONAL"TECHNOLOGIST’S"PERSPECTIVE""1" A Room With a View: An Instructional Technologist’s Perspective to Instructional Technology in the Small University Lauryl Brown Lewis Boise State University Graduate Student Peer Reviewers Dr. Kerry Rice Conra Fraizier Marne CurtisA"ROOM"WITH"A"V IEW:"AN"INSTR UCTIONAL"TECHNOLOGIST’S"PERSPECTIVE""2"Abstract The author discusses her experiences and shares her “room with a view” perspective of instructional technology within the small university. She describes some of the issues that bombard the field and what can be done to create a better program within the smaller campus. The author probes into the use of technology and discusses the pros and cons of technology integration. The article includes information on how learning theories can greatly contribute to instructional technology. She shares her passion of how the field of instructional technology should follow the greater mission—the mission to deliver an excellent pedagogical and epistemological construct.A"ROOM"WITH"A"V IEW:"AN"INSTR UCTIONAL"TECHNOLOGIST’S"PERSPECTIVE""3"Introduction The instructional technologist in a small university faces a variety of situations and must be multi-tasked, multi-oriented and willing to go through systematic processes in order to continue to be productive and stable. The instructional technologist not only provides service to the academic community, but also is an administrator, educator, mediator, and performs many other additional responsibilities as assigned. We need to realize that there is more to instructional technology than instruction and the distribution of technology to the educator. The main focus is to be a part of something that is bigger—the mission of pedagogical and epistemological construct. Perhaps, for this sole reason, instructional technology belongs under the umbrella of teaching and learning. Therefore, we should boldly approach this mission with great fervor and willingness to do what it takes to help educators fulfill their calling. By opening our minds to new constructs, learning theories, and awareness of the socio-environment around us, we can become an integral part of the mission. The Role of the Instructional Technologist A good instructional technologist should be able to distinguish between declarative and procedural knowledge—the knowing and the doing (Sibler, 2002, p. 29). This is an area where many instructional technologists fall short. They know, but they do not have the ability “to do” or deliver successful instructional technology. It is important that we are able to distinguish between declarative and procedural knowledge. Many instructional technologists suppose that declarative knowledge is taught with the idea that procedural knowledge will come naturally. Or, perhaps, procedural knowledge is taught without the proposed declarative knowledge as the base. Each one of these realizationsA"ROOM"WITH"A"V IEW:"AN"INSTR UCTIONAL"TECHNOLOGIST’S"PERSPECTIVE""4"must be put into practice in order to deliver successful instruction. Sibler (2002, p. 29) lists three types of declarative knowledge: facts, concepts and principles, and metal models. Facts need to be applied to the learning situation. “When one knows a concept, one can classify new objects, actions, or ideas as either in the category or not” (2002, p. 30). Sibler (2002) further states that a principle is an understanding of how something works (p. 31). A good example of a mental model is where the “ID must not only teach isolated facts, concepts, and principles, but must also help the learner create the appropriate mental models for optimum structuring of the information learner for storage, retrieval, and application” (2002, p. 32). He (2002) has incorporated five steps that are used for procedural learning: select information to heighten learners, link instruction with existing knowledge, organize the information to existing knowledge, assimilate the new knowledge so the learner can produce it, and strengthen the new knowledge so the student can remember it for future endeavors (p. 32). Sibler (2002) believes that with these steps procedural knowledge can be successful for the learner (p. 35). Other instructional technology strategies involve systematic design. Technology should be systematically integrated into the instruction in order to create a product that will lead to successful learning. There are many systematical designs such as ADDIE—analyze, design, develop, integrate and evaluate (Brown & Green, 2006, pp. 8-13). ADDIE is an example of a process that allows for good design and a stable product. A working analysis of the situation will greatly enhance the mission to create a good product. Good design is essential in order for the instruction to be reachable and comprehendible. The process for good development must go through strenuous stages if instruction can get to the learner. Integration of the design is pertinent so the learner canA"ROOM"WITH"A"V IEW:"AN"INSTR UCTIONAL"TECHNOLOGIST’S"PERSPECTIVE""5"use the product with succession in gaining an understanding of the content. Last, but not least, it is vital to perform a vigorous evaluation so that instruction can be tested, manipulated, and changed, not only for the learner, but also for the designers, in order for the product to reach its goal. This process is never a check off list of what has been done. Rather, it is always in flux, even at the very end, for the sole purpose of creating a product that will reach the ultimate goal—to learn. If this type of process is used and placed as a fundamental factor to instructional technology, then the chance for a strong program is likely imminent. The biggest problem for the smaller institution is that there is so much “to know” and not enough human-power “to do.” Monetary funds are drained and so the job falls to a few persons. Many times there is lack of leadership and the sole instructional technologist has to lead the way. The instructional technologist is a “multi-tasker” and must have excellent personnel skills that will help ease tension among the educators, administrators and students. We should also have good relations not only with the educator but also, with information technology staff, library staff, administrative staff and many other areas of the campus. We should have a working knowledge of where technology is used, how it is used, and