pment and application is considered in terms of learning psychology, group processes, language and linguistics, communications, cybernetics, perception, and psychometrics (Saettler, 1994, 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, 1994, 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 the first-half of the decade of the 1990s 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.
A traditional assumption in education is that a fairly smooth and rapid path exists through which research flows from the developmental phase to the application of results (Carter, 1994, p. 43). Unfortunately, this path of often neither smooth nor rapid. Resistance to the application of new technology to the education process comes from administrators, instructors, and students. Further, research results are often insufficiently formulated for ease of application in teaching environments.
The application of technology to the educational process requires expert preparation and adaptation of the technology for use in learning environments. Further, an educational process is required as a means of persuading administrators, instructors, ...