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Running Head: Principles For Instructional Design and Technology 1
Running Head: Principles For Instructional Design and Technology 1
Cynthia Johnson
Liberty University
PRINCIPLES FOR INSTRUCTIONAL DESIGN AND TECHNOLOGY 2
Within the realm of instructional design and distance learning, there are three standards,
or frameworks, that are valuable for consideration. Those standards are: International Society for
Technology in Education (ISTE), Universal Design for Learning (UDL) and Technological
The ISTE, first known as the International Council for Computers in Education when it
founded in 1979 (Watters, 2015), is a framework containing standards that support all
stakeholders in the educational process, from students as well as for teachers, administrators
(education leaders), and Computer Science (CS) educators (ISTE, 2018). While ISTE standards
are being used in adult education, they have been used in the K-12 context for many years
(Vanek, 2018) and are strongly associated with that student population.
The UDL standard is promoted by the non-profit organization of the Center for Applied
Special Technology, known as CAST (CAST, 2018) who work directly with educators and
teaching organizations to help implement UDL principles for instructional design. CAST does
not have memberships, but they do accept donations. The focus of UDL is an intentional design
for curriculum development that directs the lesson planning process to give all individuals an
universal access (WVDE, n.d.). UDL not intended to be an afterthought but should be part of the
process at the beginning of instructional design. UDL is scalable, less associated with student
level and more concerned about a flexible and responsive curriculum design and teaching
philosophy.
PRINCIPLES FOR INSTRUCTIONAL DESIGN AND TECHNOLOGY 3
1987) work on Pedagogical Content Knowledge (1987) and is directed primarily toward the
teacher’s teaching methodology and personal knowledge of the content being taught (Koehler,
Mishra, & Cain, 2013). In this respect, TPCK differs somewhat from ISTE and UDL in that the
focus is so strongly on the teacher’s behavior and knowledge. TPCK focuses not only on the
individual components of technology, content knowledge and pedagogy but also on the various
intersections of each component with the other and others, resulting in seven different
combinations, or approaches to guide the teacher into a complex and thorough understanding of
what needs to be taught, how it needs to be taught and with which technologies can that teaching
ISTE is a strong and active organization that spans the globe with affiliate members from
many countries. ISTE is also committed to bringing educators together for collaboration through
their conferences, expos, special interest trainings and summits and many teaching webinars.
Such ambitious services require greater resources and ISTE’s individual membership is higher
The UDL standard, promoted by the CAST organization, works in tandem with both
ISTE standards and the TPCK framework to ensure that the decisions made, guided by ISTE and
TPCK, are universally accessible to every learner being taught, regardless of the nature of the
The TPCK process begins before the ISTE standards are codified and before the UDL
diversities are addressed. The educator must be confident in the content to be taught and must be
PRINCIPLES FOR INSTRUCTIONAL DESIGN AND TECHNOLOGY 4
confident in teaching methodologies for the target learner population. TPCK continues to advise
the educator as various technologies are considered and analysis of the learning standards are
connected.
All three standards are used throughout the instructional design process, with varied
involvement at different points in the design. The process of instructional design must begin with
a topic of something to be taught and learned. In this respect, TPCK would be a logical first step
in the planning of a lesson or course. Whether the lesson is assigned to the instructor or the
educator has chosen the topic, the educator must first be knowledgeable of the content to be
taught.
UDL should also be addressed very early in the design process. The educator should
consider the learners’ diversities and specific learning requirements in order to determine the
most appropriate pedagogy and UDL will also help refine the technology choices addressed by
As the instructional design moves into the integration of technology and the lesson
content and pedagogy are being refined, ISTE is applied in codifying the various learning aspects
represented in the content, pedagogy and technology that is applied and integrated in the lesson
or course design. Throughout the design process, from initial consideration to final review, all
three standards and frameworks should be consulted, especially when changes are considered or
required. Prior to delivery of the instructional design, a final review should be performed from
each perspective to ensure that all three standards have been addressed appropriately.
PRINCIPLES FOR INSTRUCTIONAL DESIGN AND TECHNOLOGY 5
References
Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical Content Knowledge in Social Studies.
https://doi.org/10.1080/0031383870310201
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content
http://www.jstor.org/stable/24636917
Vanek, J. (2018, September 17). Using the ISTE student standards in adult education. Retrieved
from https://edtech.worlded.org/using-iste-student-standards-adult-education/
http://hybridpedagogy.org/is-it-time-to-give-up-on-computers-in-schools/
WVDE. (n.d.). UDL overview presentation. [PowerPoint slides] PowerPoint presented at the
%20Overview%20presentation.ppt