Instructional technology roles and competencies

This study sought to identify evolving changes in instructional technology practitioner competency requirements and consequent changes in IT curricula to enable practitioners to provide leadership in the field, utilize appropriate technologies, and effect learning in a direct, adroit, and cost-beneficial way. The study identified four practitioner categories with different competency priorities and requirements and four domains basic to IT performance: design, development, implementation and evaluation. It concluded that key components are a strong ISDD program core within a structure that can accommodate diverse delivery modes and specialization options in a timely and cost-effective fashion. Comparative analysis of descriptive data for selected programs and prior competency survey results was carried out to generate a core course profile for such a program Market viability of the program, however, requires looking beyond just IT practitioners and requires instructors from the application disciplines and specializations who are brought in from the field.