lationships between educational needs and psychological theory, on the one hand, and the design of instructional messages and media, on the other hand.
When instructional technology is conceptualized in the context of the behavioral sciences, its development and application are considered in terms of learning psychology, group processes, language and linguistics, communications, cybernetics, perception, and psychometrics (Saettler, 1992, p. 11). The behavioral science concept of instructional technology, however, also incorporates applications of engineering research (particularly human factors engineering), logistics related to the effective use of physical resources, and contemporary technology, such as computers (Saettler, 1992, p. 13). Thus, the behavioral science concept of instructional technology does not reject the physical science concept. Rather, it incorporates the physical science concept in a broader perspective.
A useful definition of instructional technology for nursing education requires elements of both the physical science and the behavioral science concepts. While the effective use of instructional technology requires the consideration of the tenets of learning psychology, group processes, language and linguistics, communications, cybernetics, perception, and psychometrics, the contemporary applications of instructional psychology are heavily dependent upon physical science-based technology. Instructional technology, thus, is the app
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